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VOCATIONAL HOME- 
MAKING EDUCATION 

ILLUSTRATIVE PROJECTS 




Published by 

JStucl^trB (Sdllrgp, (Enlnmbia llnivrraUg 

NEW YORK CITY 
1921 



VOCATIONAL HOME- 
MAKING EDUCATION 

ILLUSTRATIVE PROJECTS 



EDITED BY 

DAVID SNEDDEN 

PROFESSOR OF EDUCATION, TEACHERS COLLEGE 
COLUMBIA UNIVERSITY 



Published by 

QTrarl^rra (EaiW^t, Qlnlutnbia Intvpraitg 

NEW YORK CITY 

1921 






Copyright, 1921, by TEACHERS COLLEGE, COLUMBIA UNIVERSITY 



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'CI,A611640 
ftPR 14 1921 






TABLE OF CONTENTS 

CHAPTER PAGE 

I. Introduction i 

II. Lists of Projects 18 

III. Illustrative Projects in Foods 27 

IV. Illustrative Projects in Clothing 61 

V. Illustrative Projects in House Care yy 

VI. Illustrative Projects in Laundry 97 

VII. Illustrative Projects in Child Care 118 

VIII. Miscellaneous Illustrative Projects 138 



VOCATIONAL HOME-MAKING EDUCATION 



INTRODUCTION 

1. During the college year 1918-19 it seemed expedient to 
form a special group of those women in my course in vocational 
education (Ed. 295-6), who were especially interested in the 
administrative and pedagogical applications of the Smith-Hughes 
Act in its relation to home economics education. The results 
of the discussions of this groups were summarized in a pamphlet' 
which was made the subject of a discussion by the American 
Home Economics Association at its Blue Ridge, North Caro- 
lina, meeting in June, 1919. 

Following suggestions that there be formed for constructive 
work a group of women responsible for state supervision of, 
or the training of teachers for, " Smith-Hughes " home econom- 
ics work, invitations were sent out which resulted in the bringing 
together in the Summer Session of Columbia University for 
1919 the following sixteen persons : Maude Gregory Adams, 
Josephine Arnquist, Jessie Boys, Mabel V. Campbell, Myrtle 
Viola Caudell, Bess Chappell, Genevieve Fisher, Frances M. 
Gregory, Cleorac C. Helbing, Adah Hess, Frances R. Kelley, 
Anna L. Leggett, Kate S. North, Mildred S. Sipp, Agnes Tilson, 
Fannie A. Twiss. 

The materials of this pamphlet are the outcome of their work. 

2. The materials offered herein constitute in effect merely 
a report of progress. The entire subject of the " project method " 



1 Composing this group were : Florence LaGanke, Ina Lindman, Jessie 
Long, Anna Nordell, Ethel Orr, Gertrude Paxton, Dorothy Pendleton, 
Hortense Quimby, Marie Saylis, Vesta Scoby, Ellen Steele, Martha West- 
fall, Edna Avery, Virginia Babb, Isabel Baldwin, Carrie Beers, Audenia 
Chapman, Frances Clark, Ellen Dabney, Bertha Davis, Grace Denny, 
Glenn Ayer, Winifred Hausam, Edith Hawley. 

'^Vocational Homemaking Education: Some Problems and Proposals, 
h\ David Snedden, published by Teachers College, Columbia University. 

1 



2 VOCATIONAL HOME-MAKING EDUCATION 

in homemaking education is still tentative and experimental. 
Neither the general nor the detailed findings here published 
are to be regarded as final or even as expressing in detail the 
judgments of all the members of the group preparing them. 

But in spite of the necessarily incomplete and provisional char- 
acter of the projects and other suggestions here oflfered, it 
seemed advisable to the group to authorize their publication, 
since current interest in the subject is widespread and acute, 
and it is desirable that as many workers as possible be enlisted 
cooperatively in constructive work. It is hoped that the sug- 
gestions here offered will be found helpful as to method as well 
as to aim, and that educators will use them with due regard to 
their experimental character. 

3. The passage of the Smith-Hughes Act providing national 
aid for " home economics " education (besides industrial and 
agricultural vocational education) brought into acute relief a 
problem that had long been troubling educators and others inter- 
ested in the promotion of vocational education. Following the 
august example set when Eve was created at the eleventh hour, 
and as a result of the afterthought that it was not good for 
man to be alone, legislators and others have tardily followed 
the provision of new forms of education for boys and men by 
permitting the establishment of corresponding courses for girls. 
The agitation during ike last quarter of the nineteenth century 
for the establishment of manual training for boys was attended 
by efforts to provide cooking and sewing courses for girls. 
Many years after the inauguration of agricultural college courses, 
interest in the provision of similar opportunities for advanced 
work in home economics culminated, at least in a few states, 
in genuine college courses in this subject. When prolonged 
propaganda has led to the founding of special secondary schools 
of agriculture, it then occurs to someone that these schools should 
not overlook the girls, although farmers' daughters do not seem 
keenly interested in the courses offered " to prepare women to 
be farmers' wives." During forty years we have witnessed the 
evolution of the modern subject of study and practice called 
" home economics " from its beginnings in cooking and sewing. 



INTRODUCTION 3 

domestic science and domestic arts, household arts, domestic 
economy, housewifery, and the like. In 1917, when the national 
legislation referred to above was enacted, all the progressive, 
larger high schools of the United States were offering home 
economics, while a large number of private and endowed agencies 
promoting the same subject were at the height of their activity. 

The fundamental problem referred to was this : Is home 
economics education or any well established variety of it, entitled 
to be called vocational education? Assuming that there already 
existed reasonably adequate definitions of what constitutes voca- 
tional education, it can readily be seen that this general problem 
involves several difficult special problems: What are the voca- 
tions of " homemaking " (or housewifery or housekeeping or 
home management, as some would have them called) ? By what 
agencies, means and methods has, for any given class, prepara- 
tion been heretofore given for these vocations ? Are these means 
diminishing in efficacy or are the demands for more competent 
homemaking increasing? Does vocational competency in home- 
making consist largely of those " habit " products of practical 
experience and repeated performance which we crudely desig- 
nate as manipulative and managerial skills, or does it involve 
chiefly those results of inquiry and study which we call technical 
knowledge? Should schools that confine their efforts mainly 
to imparting " technical knowledge," with little or no relation 
to " practical experience in productive work " properly be called 
vocational schools ? Is it wise to assume that the girls or women 
coming from, or going towards, any stated class of homes and 
homemaking responsibilities will obtain needed basic experience 
(including skills and other products of realistic work) in those 
homes, provided the home economic courses give technical 
knowledge ? 

4. Fundamentally, these are all questions of educational aim. 
To the present, they have been answered, in any detail, as regards 
only very few forms of vocational education indeed. But the 
Smith-Hughes Act was clearly designed to aid vocational edu- 
cation, and vocational education only. Many educators and 
probably not a few practical men and women outside of education 



4 VOCATIONAL HOME-MAKING EDUCATION 

were, however, convinced that the home economics commonly 
found in high and elementary schools actually functioned in 
definite powers of homemaking too seldom and too sparsely to be 
properly recognized as vocational education. Gradually it was 
being seen that in almost any field of vocational subject matter 
at least three distinctive objectives were possible, (a) The sub- 
ject-matter and practice — and this is just as true of printing, 
typewriting, seamanship, carpentry, and farming as it is true of 
homemaking — could be used as means of general or liberal edu- 
cation, that is, of giving experience, insight, tastes, and the like 
that would function in the non-vocational powers and apprecia- 
tions of life, (b) The technical knowledge and accessory skills 
involved in, or explaining, the vocation could be so organized as 
to be capable of treatment under academic school conditions — 
that is, chiefly with text-book readings, lectures, laboratory ex- 
perimentation and school shop exercise, but with only remote 
expectation of vocational functioning. Or, (c) the managerial 
and manipulative skills, the definitely related technical knowl- 
edge, and the related social, cultural and hygienic knowledge, 
could all be made the objectives of training and instruction 
designed to produce known types and degrees of vocational 
competency. 

Now the various forms of home economics instruction hereto- 
fore found in schools belong obviously under (6) above. They 
are designed to impart technical knowledge, the vocational func- 
tioning of which is mildly hoped for, but never guaranteed. 
Technical instruction as a means of increasing vocational com- 
petency has this illusory character — it actually succeeds in the few 
cases, on the one hand, of those learners who bring to it as 
apperceptive foundations a substantial amount of practical ex- 
perience and resultant interest; and, on the other, those gifted 
persons who possess exceptional powers of abstract thinking. 
To the few who have ten talents, technical instruction often 
adds thereunto ten other talents; but from those who possess 
but one talent (unfortunately the large majority), it would seem 
that it usually takes away even their one — at least it leaves them 
with false estimates of their own powers and dubious relations 
to the world of actual service. 



INTRODUCTION 5 

Hence when local communities, learning of the possibilities of 
federal aid for their already expensive home economics instruc- 
tion, desired that their schools be brought under the provisions 
of that act, confusion arose. At first it was naively assumed 
that the existing courses would serve, provided more time and 
somewhat ampler equipment were provided. But the Federal 
Board for Vocational Education wanted something more than 
technical instruction, elaborated by a little school lunch room 
work. It wanted real practice of some kind. But practice of 
homemaking as means of training therein was still as remote 
from the thinking of home economics teachers as is practice of 
engineering still remote from the plans of most colleges of 
engineering. In fact, it is not yet easy to find educators who 
sincerely believe that going into the water is an essential means 
of acquiring competency in swimming. Water is cold and dis- 
agreeable stuff, while books on swimming can be read so com- 
fortably in warm dry rooms and arm and leg exercises be per- 
formed so attractively in well-lighted gymnasiums ! 

But the more progressive and practical home economics teach- 
ers realized that they had now a new problem to deal with. 
What is vocational homemaking education, what must be its 
specific objectives, and what its best methods? 

5. For the present probably only one answer, and that a 
negative one, is clear. Technical instruction alone in home 
economics for persons of no considerable previous basic experi- 
ence probably does not function as vocational competency in 
sufficient cases or to a sufficient degree to justify any consid- 
erable expenditure of public funds on it to that end. With some 
modifications of historic methods, it can doubtless be made, 
especially in the cases of girls from 12 to 16, to function as 
liberal education sufficiently to justify at least as much outlay 
of funds as is devoted to instruction in mathematics or foreign 
language ; but that is the story of another kind of educational 
aim. 

But for vocational homemaking we require more practical 
objectives, and more practical methods. What shall they be? 

The objectives must first of all be derived from direct studies 



6 VOCATIONAL HOME-MAKING EDUCATION 

of homemaking as now practiced among the more successful of 
the fifteen million homemakers, considered separately as pros- 
perous and poor, black and white, rural, suburban and urban, 
educated and uneducated, servant-assisted and unassisted, with 
normal number of children, and without. These objectives must 
be based upon careful consideration of the extent to which prac- 
tical training in the home itself — prior or subsequent to school- 
ing — can be depended upon to give basis for, or to supplement, 
school training. Finally, they must be based on more thorough- 
going study than has yet been given, first to the probable motive 
power for vocational education to be found in girls of fifteen 
or eighteen, or twenty-two or after marriage, in any given social 
group, and second to the keeping qualities of vocational training 
when placed in cold storage for five or seven wage-earning years. 
Some of these problems have been given provisional analysis in 
the pamphlet referred to in the footnote on page i. 

6. Whatever character will eventually be developed for the 
specific objectives of vocational homemaking education, it is 
certain that questions of method will also be of the greatest 
importance. At present chief interest centers in the project 
method. In agricultural education of secondary grade the pro- 
ject method has been generally accepted as far superior, for 
the average student at least, to the more academic methods of 
text-book and laboratory on the one hand, or the more appren- 
ticeship-like methods of routine participation in productive work, 
attended by study of parallel technical subjects, on the other. 
Homemaking bears many points of resemblance to the farming 
vocations. It is essentially a composite vocation. Managerial 
powers are at least as necessary in it as manipulative. It easily 
breaks up into more or less discrete or separable jobs. Its related 
technical knowledge is to be found in at least a half score of 
sciences and arts, none of which can be studied in any complete- 
ness as independent subjects by the student of average ability or 
available time. Hence if the project method proves the best in 
agricultural education we have every reason for believing that 
it can be successfully applied in homemaking education. 

7. But it would be easy to make rash assumptions and to 



INTRODUCTION 7 

proceed too hurriedly in this matter. Already we find bulletins, 
state and federal, urging teachers to employ the project method, 
but giving them no hint of what it really is in detail. The present 
study represents the results of six weeks of work in trying to 
g^ve concrete expression to ideas of serviceable projects. Though 
this work has been done by some of the best qualified teachers 
and supervisors of home economics in the United States, it will 
be freely conceded by all of them that they have proceeded only 
a few steps into this unexplored continent of possibilities. 

It is not so difficult, of course, to analyze out a series of pos- 
sible jobs in homemaking and even to range these in orders of 
difficulty adapted to different girls, according to their ages and 
abilities. Neither is it difficult for inventive teachers, experi- 
enced in the practical aspects of homemaking, to dissect these 
jobs into suitable stages and thereby to isolate out for consid- 
eration the detailed procedures that should successively be studied 
and practiced by the learner. But it is difficult, and it becomes 
in reality almost one of the finest of pedagogical arts, to provide 
for a psychological linking up with the job, or any part of it, 
of the normal related technical, social, hygienic, and cultural 
knowledge, without which linking up the job is only a job (worth 
something for education in skill of course) and not at all an 
educational project in the true sense of the word. 

The following seem to be some of the principles of organiza- 
tion and procedure essential to successful project work in home- 
making. 

8. Every project should have a certain magnitude based upon 
customary practice in the world of work. Where skills are 
obtained with some difficulty sufficient repetition to carry the 
learner to an early point of diminishing returns (to use the 
economist's phrase) should be required. Experience seems to 
suggest that no project should be so small or fragmentary as 
to require less than six or eight hours, with necessary repeti- 
tions, nor any so extensive as to necessitate more than sixty to 
eighty hours. (In agricultural education the magnitude of pro- 
jects must be much greater because of dependence on year round 
work ) . 



8 VOCATIONAL HOME-MAKING EDUCATION 

9. Each project should be very fully analyzed in a leaflet or 
booklet prepared for that case or type of learner to which a 
given individual most nearly approximates. The controUing 
purpose in the preparation of this printed analysis should be 
to make the student as completely independent of personal con- 
sultation with teacher or others as practicable. We aim to pro- 
duce a worker who can obtain new direction and knowledge 
readily from printed sources — one of the most important goals 
of all effective education. This booklet should give constant 
reference in page detail to books, bulletins, and articles that 
demonstrably constitute related knowledge — whether in the imme- 
diate field of needed technical knowledge clearly necessary to 
the performance and comprehension of the project itself — or in 
the more remote social hygienic and cultural fields given sig- 
nificance by the project. 

10. In most cases in the pupil's guide to the project it seems 
best to make approaches by questions — first, questions directing 
attention to major stages of attack on problems, and then ques- 
tions enabling the student to resolve these into easy steps, capable 
of being worked out one by one. (This method of presentation 
was first used, to the writer's knowledge, by Rufus W. Stimson, 
of Massachusetts, in connection with agricultural school projects.) 

11. In the actual working out of a project the learner should 
be required to plan much in advance, to think out details, and even 
to make notes or written descriptions of what she expects to do, 
whereon to obtain the teacher's prior approval. It must never 
be forgotten that a major factor in good homemaking is man- 
agement — of one's own time, resources and responsibilities, and 
not the services of others necessarily — and that the central essen- 
tials in good management are prevision, forethought, prearrange- 
ment, planning — as found in the competent housekeeper of whom 
we say that " her head runs ahead of her heels." 

12. The best project work for educational purposes will 
usually be done in the environment most nearly normal for that 
kind of work and for the worker concerned. Hence projects 
carried out in a school laboratory, a school lunch room, or even 



INTRODUCTION 9 

a practice house will often be found lacking in essential ele- 
ments of reality. The home of the girl or woman — her parents' 
home, of course, if she is unmarried — will usually furnish the 
most realistic conditions. Furthermore, the hours, seasons, and 
all other working conditions should as nearly approximate those 
of the world of work as can normally be arranged. 

13. But of paramount importance is it that the project shall 
consist of productive work. Meals must be cooked to be eaten, 
beds made to be slept in, rooms cleaned to be lived in. babies 
cared for because the care is required, gardens improved because 
they need it. " Make-believe " w^ork, exercises, unessential per- 
formances should be sternly repressed, if not prohibited. Prob- 
ably in only a few cases — of which the minor division, Housing 
and Furnishing, ofifers the only instances now apparent — will it 
be necessary to go through the motions only of real work — -to 
" simulate " actual useful performance as we had to do in train- 
ing our men for war. 

14. Hence the desirability of putting project work on a com- 
mercial basis wherever practicable. The useful product should 
bring to the worker a net return for her labor, due allowance 
being made to the person served for the risks and inconveniences 
of being served by a learner. The formidable obstacle, of course, 
to this pa3'ment for service is the fact that so often it will be 
done in homes where conditions do not normally permit the 
employment of paid service. Here, of course, the service must 
be given. But in the cases of project work done in homes 
where it can replace service that would otherwise be paid for, 
as well as in all cases where the product can be sold, a reasonable 
net return should come to the learner (no deduction, of course 
being made for school supervision or facilities provided as part 
of the educational process). 

15. Each project must be made the vitalizing center for the 
study of that technical or interpretative knowledge which is ger- 
mane to it. Caution must be exercised in providing that such study 
of related technical knowledge shall be neither too cursory nor too 
thoroughgoing. Teachers interested only in immediate perform- 



lO VOCATIONAL HOME-MAKING EDUCATION 

ance will scamp on technical learning so that their pupils will 
be getting the benefits of what is in reality only apprenticeship 
learning — chiefly unrationalized practical skills. Other teachers 
— and under present traditions, probably the majority, at least 
in Foods, Laundry, and Accounting, — will tend to use the prac- 
tical work of the project only as a suggestion or starting point 
for endless and interminable excursions into the fascinating 
realms of technical knowledge. 

Flower in the crannied wall, 

I pluck you out of the crannies, 

I hold you here, root and all, in my hand. 

Little flower — but if I could understand 

What you are, root and all, and all in all 

I should know what God and man is. 

These teachers would build an entire system of bacteriology 
around a yeast cake and a system of chemistry about a baking 
powder biscuit. But, however attractive this process to the 
teacher enthusiast, it is usually death, if not to the interests of 
her learners, at least to their powers of normal and wholesome 
assimilation. Obviously much pedagogical research must be de- 
voted to this subject before we shall be able to proceed con- 
fidently. For the present, existing text-books and manuals should 
be used only for reference purposes, and sparingly and circum- 
spectly at that. 

1 6. Similarly the fields of related social, hygienic and cul- 
tural knowledge normally to be entered under the stimulus of 
project study remain as yet almost wholly un worked. Almost 
every good homemaking project can be made a very real port of 
embarkation for the study of some social, health or cultural 
topics or problems genuinely related to it. Some of these easily 
suggest themselves ; others require the constructive aid of experts. 

17. All of which suggests the very great desirability of pro- 
viding for each project not only a " pupil's guide," but a teach- 
er's guide as well. If federal or state or other central authori- 
ties would at an early date provide detailed suggestions for 
teachers in booklet form for such projects as bread making, 
breakfast getting, home accounting, family garment upkeep, after- 



INTRODUCTION II 

noon child care, and family laundry, they would be rendering 
an incalculable service. Here would be opportunity for coopera- 
tive effort in determining the kinds and degrees of technical 
knowledge that, for stated case groups, naturally relate to specified 
projects. Here could be given a wealth of suggestions for related 
readings, sub-projects, laboratory exercises and oral presenta- 
tions on the part of the teacher designed to enrich and round 
out the project so as to make it in maximum measure educative. 

1 8. It should be apparent by this time that pupils' guides to 
any given project will require very different treatment accord- 
ing to the case group for which it is designed. In subsequent 
work on the topics considered in this book it is suggested that 
at the outset at least two and preferably four or five distinctive 
typical case groups be described in detail and be made the point 
of reference by number or other designation for all recommen- 
dations of courses or methods. 

Unless otherwise indicated the projects of this book are based 
upon the assumed powers and capacities of " Case B " girls — 
urban high school girls, 14-16 years of age, living at home, elect- 
ing voluntarily the homemaking two-year course described in 
Bulletin 28 of the Federal Board for Vocational Education.^ 

Case groups will obviously range in powers from retarded 
girls 14-16 years of age (quite incapable of doing regular high 
school work) to women of 22 who have spent six or seven years 
in wage-earning work, or college students of equal age, with 
seven years of liberal education beyond the elementary school, 
as well as splendid heredity and family culture behind them. 
Ultimately, we may expect to see six or seven types of booklet 
on any individual project adapted respectively to the differing 
needs and capacities of a half dozen widely variant groups. 

19. It is probable that extreme flexibility in time and order 
of various projects offerings should be favored until we know 
definitely what are the various varieties of difficulty to be en- 
countered. Certainly there are no reasons known at present 
why food projects should either succeed or precede clothing 

^ For discussion of " cases " see Vocational Homemaking Education: 
Some Problnus ai:d Proposals, pp. 13-20. 



12 VOCATIONAL HOME-MAKING EDUCATION 

projects. Simple projects in accounting are just as feasible as 
projects in laundry and child care. In fact in any of the five 
major or five minor divisions into which homemaking projects 
are for convenience here grouped (foods, clothing, house care, 
laundry, child care ; and accounting, care of sick, housing and 
furnishing, adult sociability, and yard and garden care) it would 
be practicable to devise simple projects which could be taken at 
any early stage ; and it would be no less practicable in each to 
discover projects so complicated and exacting as to require much 
of maturity and experience. 

Within any division we may expect experience to show us cer- 
tain desirable sequences of projects, but for the present we 
should reserve final decisions even in these matters. The project 
method does ofifer opportunities, unequalled under any other 
method, of adapting work to the native powers and previous 
experience of the individual girl. Hence, out of a series of pro- 
jects we may find it expedient to allow a capable beginner with 
good home experience background to commence with a fairly 
complicated piece of work. 

Probably we shall tend to develop, in each division, several 
groups of projects, each group representing a different degree 
of manifest difficulty. A group suitable for beginners might be 
designated as the "a" group (ai, a2, a3, etc.), while a group 
presenting difficulties that could normally be met only by learners 
having experience equivalent to that required by the successful 
performance of an " a " group project would be called the " b " 
group (bi, b2, b3, etc.). 

20. What will prove the best administrative organization of 
home project work in homemaking? Here much experimentation 
is necessary. Analogy with agricultural education suggests a few 
tentative conclusions. Much reliance cannot be placed on rigidly 
organized class work. Ideally, any given teacher should be pre- 
pared to direct home projects in any one of the ten divisions — • 
she should, in other words, be an all-round homemaker herself, 
equally competent in clothing, child care, furnishing or food 
projects. 

For full time work (eight hours daily) one teacher should 



INTRODUCTION I3 

probably not have more than fifteen pupils if she is to preserve 
suitable contact with home projects. For half time work (four 
hours daily minimum) it is doubtful if one teacher should be 
responsible for more than twenty-five girls. Teachers will neces- 
sarily have to adjust themselves to flexible personal schedules in 
order to supervise such projects as breakfast getting, evening 
child care and the like. But, like many others of the workers 
of the world, such as nurses, street car drivers, waitresses and 
others, interested teachers will soon adjust themselves to irregular 
schedules, shifts, " divided turns," and other devices where de- 
partures from traditional schedules are necessary. 

For full time students probably not more than three hours 
daily (for five days in the week) should be claimed for class 
work and joint conference purposes. One of these hours should 
regularly be given, doubtless, to the " related social and cultural " 
readings and discussions which are provided to give vision and 
higher appreciations as to woman's work, the possibilities of 
the home, etc. For these purposes inspiring books are needed. 
Olive Schreiner's Wouian and Labor will be used by some to 
advantage. If we posessesd a twentieth century How Gertrude 
Teaches Her Children it would fill an acute need in homemaking 
literature. Perhaps the Woman's Home Companion and other 
similar journals will be found helpful by some teachers. 

For the rest, the teacher will reserve needed time for individual 
conferences, sometimes in the home, sometimes in the school, 
where pupils are doing their reading. It cannot too often be 
insisted that good vocational education is moving, steadily, to- 
wards the methods of " individual " instruction, and that pupils 
must increasingly be taught to rely upon themselves in reading 
and planning, provided specific guidance thereto is given in 
printed matter. 

21. It has heretofore been assumed that the girl's "own 
home " will furnish the most accessible source of opportunities 
for " productive " projects. But it can be safely prophesied that 
many opportunities, and those the most excellent, will be found, 
once the crusts of tradition and artificial conventions are broken, 
in homes other than those of the girl's parents. Within easy 



14 VOCATIONAL HOME-MAKING EDUCATION 

walking distance of any college and almost every boarding school 
to-day are located scores of homes in which help is urgently 
needed — help in caring for children, washing clothes, mending, 
preparing and serving meals, caring for adult sick, renovating 
garments, helping with " parties." Here are Hmitless opportun- 
ities for the most effective kind of educative participation, once 
home economics teachers (better call them homemaking teachers 
for the future) shake themselves into the conviction that it is 
necessary to enter the water if one would learn to swim, and 
cultivate dispositions and ability to propose and supervise " part- 
time " projects among their neighbors on the part of their pupils. 
In many cases it may be pedagogically very much better for 
the girl, especially if she be upward of i8 years of age, to work 
out projects in homes other than that in which she has lived. 
Furthermore, these projects in other homes offer many oppor- 
tunities for the partial " wage " compensation which is so desir- 
able. On the other hand, care must be taken not to have more 
than a small amount of work done under the conditions created 
by a very different financial standard of living than that which 
the girl herself can reasonably expect. A series of projects car- 
ried out in a home on a $5000 yearly budget might constitute 
poor, if not disastrous, preparation for homemaking in the case 
of a young woman whose prospective husband can hardly expect 
to earn more than $900-$i200 per year (1914 prices). 

22. The application of the project method in rural schools 
will require some modifications of plans designed to meet con- 
ditions of urban population concentration. Short course boarding 
schools will in some cases be found the best solution. Intensive 
courses not exceeding three months in length seem to the writer 
to represent an optimum standard. 

In the case of girls living at home and coming from distant 
points to school, programs could and should be arranged where- 
under school attendance need not be made more than two or three 
times weekly — the remaining days being taken for project work at 
home, which the teacher could arrange to inspect. It must be 
remembered that, because of the practical experience already 
obtained by the majority of country girls, their project work will 



INTRODUCTION 1 5 

take the direction of " advanced " or " extension " instruction and 
training. Of course, if the girl is dividing her time between 
liberal and vocational studies, the school attendance require- 
ments of the former will control. 

23. Summer projects are strongly recommended now in some 
states. If properly supervised, these should prove very valu- 
able because of the opportunities they offer for concentrated 
experience. It is doubtful if " credit " should be given for such 
work unless it can be adequately directed and unless increments 
of skill and knowledge resulting from it can be definitely evalu- 
ated. Otherwise we should find it beset by petty deceptions 
while its educative character will often be dubious. 

But " summer projects " represent only a passing phase at best, 
just as does the " summer camp " work of engineering colleges. 
The true vocational school should know no seasons and no vaca- 
tions — which is not to say that individual teachers are to have no 
vacations. But the institutional work of the world — homes, hospi- 
tals, hotels, rail transportation, farming, factory work — goes on in 
all months. So must vocational school work. Where the student 
wishes to divide the working time of each day between liberal 
and vocational studies — the rather weak and inconclusive arrange- 
ment now favored by some educators who have little genuine 
interest in, and no adequate knowledge of, vocational education — 
it may prove desirable and necessary to reserve the summer 
months for whole-hearted participation in vocational projects. 
But under any full time vocational program the requirements 
of the summer months should certainly not differ from those of 
any other months. 

24. The time is not yet ripe to assign definite " weightings " 
to the various divisions of homemaking education or to special 
subdivisions under each. Proposals for further study of this 
matter are suggested on pages 8 to 20, of the bulletin referred 
to above (p. i). Obviously these "weightings" will differ 
greatly among various case groups; and doubtless many varia- 
tions will be found desirable in individual cases owing to inter- 
ests, previous experience in home work or in wage earning 
employment, prospects, etc. 



l6 VOCATIOXAL HOME-MAKING EDUCATION 

25. The vexed question of the relations of vocational education 
to general or liberal education will doubtless haunt educators for 
some years to come, largely because of the prepossessions of 
academic minds that at any and all ages non-vocational education 
is vastly more important than vocational. To the present writer 
it seems certain that we shall take our cues here eventually from 
practical life itself. 

In this practical life, where at all well organized and regu- 
lated, the earlier years, to the age of 14 for some of meager 
endowment or pinching circumstances, to 16, 18 or even 22 for 
the more gifted and especially for those of favoring environ- 
ment, are given, as respects " working " hours and seasons, to 
getting a general (or liberal) education. Then the individual 
" goes to work " which means that thereafter he gives the best 
of working energy, effort and time to his vocation, and his leisure 
or " off " hours, days and vacation seasons to recreation, further- 
ance of personal culture, and performance of non-vocational 
social activities. This is the normal routine in all civilized soci- 
eties, and, in the estimation of the writer, it should control 
wherever efficient vocational education is contemplated. The 
time given to vocational education should be regarded in exactly 
the same light and be governed by exactly the same conditions 
as apply in vocational practice. The requirements of general 
education as a major pursuit of working hours should have been, 
for the time at least, completed. The individual should be free 
to give the " heart " of his working day, week and year to the 
concentrated learning needed by his vocation — eight hours a day, 
six days in the week, forty-six weeks in the year, if necessary 
and if these are the usual allotments in vocational practice. Out- 
side of this he should keep alive and extend his cultural interests 
(aided thereto by evening school and other secondary educational 
means), take recreation and participate in manifold social activi- 
ties which may also be extended along educational lines. 

For the present the foregoing seems too radical a program for 
our educators; but it is submitted that the logic of events, as 
conditioned by requirements of social efficiency — cultural, physi- 



INTRODUCTION 1 7 

cal and civic no less than vocational — tends steadily in the direc- 
tions indicated. 

26. The propositions above submitted apply to basic vocational 
education — that which presupposes no prior learning, which there- 
fore builds from the bottom up. Extension vocational education 
builds on foundations of training and experience already laid. 
Is the project method the best for this extension education? 
Where the primary purpose of the extension teaching is to pro- 
duce more exact skills, or more effective managerial ability, the 
project method will probably be the best available. But where 
the primary aim is to interpret previously obtained experience, 
to reinforce skill of performance by technical knowledge, the 
method of technical instruction, using laboratory illustration 
rather than productive work, will in many cases prove most 
serviceable. 

D. S. 



II 

PROVISIONAL LISTS OF HOME PROJECTS 

I. FOOD PROJECTS 

A. Food Preservation Projects (for own family, for family of 

neighbor, or for pay). 

1. Canning i doz. quarts peaches in glass, in season (3-4 

hrs.). 

2. Canning for family, i doz. quarts peaches, i doz. quarts 

plums, I doz. quarts tomatoes, i doz. quarts pears (15- 
20 hrs.). 

3. Canning of vegetables for family (15 hrs.). 

4. Canning family supply of jams, conserves and marmalades 

(12 hrs.). 

5. Canning family supply of jellies, fruit juices, etc. (10- 

15 hrs.). 

6. PickHng or brining family supply (10-15 hrs.). 

7. Vegetable drying for family raising vegetables, corn, 

string beans, etc. (10-20 hrs.). 

8. Fruit drying for family raising fruit. Apples, peaches, 

plums, cherries (10-15 hrs.). 

9. Meat drying for certain regions. 

10. Meat canning for certain regions. 

11. Curing meats, by corning, salting, and other processes 

in suitable regions. 

12. Storing family supply of eggs by water glass, Fleming 

or other methods. 

13. Storing family supply of winter vegetables in suitable 

regions. 

B. Quantity Food Preparation. 

I. White yeast bread for family use in regions where buying 
is not customary; 3 days' supply in damp climates (6-8 
18 



LISTS OF HOME PROJECTS IQ 

hrs., part-time, 8-10 repetitions). Variations: rolls, etc., 
for one or two family meals. 

2. Variant yeast breads, graham, oat meal, whole wheat, rice, 

potato, etc., for person experienced in white bread mak- 
ing (6-8 hrs., 8-10 repetitions). 

3. Modifications of white yeast bread for person experi- 

enced in white bread making, raisin, rolls, nut, etc., one- 
third of the family supply for 3 days (6-8 hrs., part 
time). 

4. Butter cakes, plain, week's family supply (3-5 hrs., 4-8 

repetitions with reasonable variations). 

5. Fancy cakes (6-8 hrs.). 

6. Sponge cake. Week's supply with variations (2-3 hrs., 

3-6 repetitions). 

7. Pies. Family supply with reasonable variations (2-3 hrs., 

4-8 repetitions). 

8. Fancy pastr}^ desserts (6-8 hrs.). 

9. Candies for special occasions (6-8 hrs., 2-4 repetitions). 

C. Meal Projects. 

It is assumed that in every case from five to thirty repetitions 
of the project (with minor variations) will be provided. 

1. Breakfasts (a. heavy, b. medium, c. light) according to 

requirements of family (1-3 hrs., 20-36 repetitions with 
variations). 

2. Daily carried lunch — workmen, school children, etc. (8-12 

repetitions). 

3. School provided lunch (time to be arranged according to 

needs; small rural school) (8-12 repetitions). 

4. Teachers' lunch at school (1-2 girls; 10-15 repetitions). 

5. Soups 

6. Cocoa 

7. Sandwiches 

8. Main hot dish 

9. Salads 

10. Desserts 

11. Home lunch for mother and mother's assistants. 

12. Mid-day meal, dinner for children; man not present. 



:> separately, in school cafeteria 



20 VOCATIONAL HOME-MAKING EDUCATION 

13. Mid-day meal, farm and small town dinner. 

14. Mid-day luncheon (home) or evening supper. 

15. Mid-day dinner or evening supper (town or village). 

16. Mid-day luncheon, light. 

17. Mid-day luncheon, heavy. 

18. Farm supper. 

19. Sunday supper. 

20. Artisan family, heavy supper. 

21. Night workers' supper, served in the evening. 

22. The farm dinner. 

23. Village or small town mid-day heavy dinner. 

24. City Sunday dinner. 

25. Light evening dinner. 

26. Formal dinner. 

II. CLOTHING PROJECTS 

A. Repair and Upkeep (or mending). 

1. Upkeep of clothing — except darning — of family of adults 

and children. Hand processes (3-6 weeks). 

2. Darning and stocking patching for family of adults and 

children (3-6 weeks). 

3. Upkeep of clothing of family i month (maximum use of 

machines). (Should be preceded by some simple con- 
struction project, using machine.) 

4. Upkeep of household linens, using supplies from 3 or 

more homes (15 hrs.). 

B. Renovating and Remaking Projects. 

1. Renovating wardrobe for i or 2 children for autumn 

school-going (15 hrs.). 

2. Renovating personal dress (woolen) (6-20 hrs.). 

3. Cleaning and pressing man's suit (4 times). 

4. Cleaning and pressing woman's suit (woolen) (4 times). 

5. Remaking adult garment for child's use (6-20 hrs.). 

6. Recovering of 3 to 6 comforters, joint project for 3 stu- 

dents (8-20 hrs.). 

7. Renovating two summer hats (4-8 hrs.). 



LISTS OF HOME PROJECTS 21 

8. Renovating two winter hats. 

9. Relining coat or jacket (8-20 hrs.). 

C. Construction Projects (clothing). 

1. Coverall aprons — 3 with variations — suitable for novice 

(15-22 yrs. old; 8-20 hrs.). 

2. Nightgown with set-in sleeve (3 repetitions with varia- 

tions). 

3. Petticoat with flounce (3 repetitions with variations). 

4. Set of aprons for family. 

5. Making muslin underwear for children. 

6. Making muslin underwear for adults (simple outfit). 

7. Suit of fancy underwear. 

8. School dress of wool. 

9. Party or graduation dress. 

10. Work dress. 

11. Baby layette, cooperative for high school girls or indi- 

vidual for adult extension student. 

12. Outing costume. 

13. Sport skirt. 

14. Making shirt waist or blouse (3 repetitions with varia- 

tions). 

15. Making child's play garments (3 repetitions). 

16. Making girl's school dress. 

17. Afternoon or street costume for girl or woman. 

18. Women's head wear (hats) (3 repetitions). 

19. Children's headwear (2 repetitions). 

20. Trimming hats (3 repetitions). 

21. Boys' shirts (4 repetitions). 

22. Men's and boys' sleeping garments (3 repetitions). 

D. Construction of Textile Articles (other than clothing). 

1. Set of slips for furniture. 

2. Set of sheets and pillow cases. 

3. Hemming set of table linen. 

III. HOUSE CARE PROJECTS 

A. Daily Routine Work, on project basis (5-20 repetitions, 
10-20 hrs.). 



22 VOCATIONAL HOME-MAKING EDUCATION 

1. Care of girls' ])ed room, daily and weekly. 

2. Care of bath room, daily and weekly. 

3. Care of living room, daily and weekly. 

4. Care of dining room, daily and weekly. 

5. Care of adults' bed room, daily and weekly. 

6. Care of second floor of detached house. 

7. Weekly care of pantry and kitchen. 

8. Yard and veranda care. 

9. Care of furnace. 

10. Care of heating stove. 

B. Recurrent Projects (1-5 repetitions, 5-20 hrs.). 

1. Putting cellar or basement in order. 

2. General cleaning of bed rooms. 

3. General cleaning of living room. 

4. General cleaning of dining room. 

5. Cleaning and storing of winter garments, blankets, etc. 

6. Removing of winter garments from storage. 

7. Semi-annual replenishing of linens (house). 

C. Occasional Jobs as Projects (3-20 hrs.). 

1. Setting window screens and taking down storm windows. 

2. Taking down window screens and replacing storm win- 

dows. 

3. Overhauling of window shades. 

4. Putting up heating stove (cooperation of supervisor). 

5. Taking down heating stove (cooperation of supervisor). 

6. Overhauling of furnace. 

7. Refinishing bed room. 

8. Refinishing living room. 

9. Refinishing porch furniture. 
10. Refinishing floors. 

IV. LAUNDRY PROJECTS 

1. Weekly laundering of girl's own clothes — a minor project, 

may precede project No. 3 (two weeks, 8-15 hrs.). 

2. Weekly laundering of teacher's or other person's clothes. 

Sam.e suggestions and time as above. 



LISTS OF HOME PROJECTS 23 

3. Laundering of all family's personal clothing except pol- 

ished collars and cuflfs and shirts with polished bosoms 
(8-12 hrs. per week for 4 weeks). 

4. Laundering of household articles and necessary seasonal 

or occasional jobs; included under such of the follow- 
ing as are available (15-25 hrs.): 

a. Curtains. 

b. Portieres and hangings and pillow covers. 

c. Window shades. 

d. Bedding; spreads; blankets; quilts; comforters; pil- 

lows ; feather-beds ; mattress covers ; pads. 

e. Furniture covers. 

/. Rag rugs; strips of carpets. 

5. Laundering of all family laundry except polished collars, 

etc. (10-14 hrs. per week depending upon family type, 
conditions, and arrangements; 3-5 weeks). 

6. Laundering of fine fabrics and laces, delicate silks, and 

valuable old linen, including bleaching where necessary 
— advanced minor project (5-8 hrs., 3-5 weeks). 

7. Laundering of woolen sweaters or knitted shawls, or 

woolen dresses, shirts, skirts and waists — advanced 
minor project (5-8 hrs. for 2-3 weeks). 

8. Laundering of stiffly starched collars and cuflfs, shirts with 

bosoms — an advanced problem for very capable worker 
(2-3 hrs. per week for 2-3 weeks). 

9. Management and supervision of hired laundress in own 

home under certain favorable circumstances — advanced 
project to be preceded by at least two laundry projects 
(6-8 hrs. per week). 

10. A minor project might precede other laundry projects — 

preparation of laundry to be sent out of home, including 
marking, listing and removing stains, with care of 
returned laundry, including checking up (3 hrs., 2-3 
weeks). 

11. A darning and mending project might well be taken at 

this time. 

12. Dry cleaning with pressing of clothing, draperies, furs, 



24 VOCATIONAL HOME-MAKING EDUCATION 

leather goods, velvets, hats, satin footwear, etc. An 
advanced minor project (5-8 hrs., 2-4 weeks). 

V. CHILD CARE PROJECTS 

1. Bathing and dressing of child, 2-4 years of age, at home 

or in day nursery (1-2 hrs. daily, 1-2 weeks). 

2. Same for 1-2 years of age. 

3. Same for 6 months to i year. 

4. Same from birth to 6 months. 

5. Preparation of food and feeding of a child from 2-4 

years of age for one week in home or day nursery 
(one and one-half to two hrs. daily). 

6. Same for child, 1-2 years of age. 

7. Same for child, 6 months to i year. 

8. Care of one child in walking stage including sleep and 

play at home. Afternoons for one week. 

9. Same for child aged 6 months to 2 years. 

10. Same for child under 6 months. 

11. Preparation of food and feeding for one week of 3-4 

children. 

12. The entire care of same group, feeding, playing, etc., 

for one week. 

13. Evening feeding and care of child 2-4 years, 5 p. :m. 

through evening. 

14. Infant's laundry. 

VI. ACCOUNTING PROJECTS 

1. Personal accounts for 3 months (with inventory). 

2. Home accounts of girl's own home (3 months without 

budget estimate). Budget is approximate estimate of 
expense estimated in advance. 

3. Household account, other family, without budget (1-3 

months). 

4. Home accounts of girl's own home with inventory of 

articles regularly consumed and budget estimate (3 
months). 

5. Similar project in other home. 



LISTS OF HOME PROJECTS 2$ 

VII. SICK NURSING PROJECTS 

1. Helping mother and infant. 

2. Entertaining sick person, especially with reading. 

3. Care of child, confined by non-contagious sickness. 

4. Helping housewife to care for contagious case. 

5. Attendance on sick person, providing meals, cleaning, etc. 

6. Care of child with measles or other contagious disease. 

7. Preparation of invalid's diet. 

VIII. HOUSING AND FURNISHING PROJECTS 

("Observation and report" projects) 

1. Plan location of house on farm, with maps, etc., showing 

exposure, location of well, barn, etc. 

2. Plan a house, urban, suburban or rural, costing $3,000, 

$4,000. 

3. Plan details of kitchen, pantry and dining room in house 

of 7 rooms. 

4. Detailed study of location of house in neighborhood. 

5. Detailed study of arrangements in neighborhood. 

6. Comparative study of lots on undeveloped land. 

7. Comparative study of 4 houses as to optimum building 

materials. 

8. Comparative study of 4 houses as to internal arrange- 

ments (in which the lighting is best, etc.). 

9. Comparative study of 4 houses as to heating. 
10. Comparative study of building and furniture. 

IX. YOUTH AND ADULT SOCIABILITY PROJECTS 

1. Young person's party (games). 

2. " " " (dancing). 

3. " " " (picnic). 

4. Parties with stunts as a centre. 

5. Parties with music as centre. 

6. Small dinner party. 

7. Tea party. 

8. Luncheon or supper. 

9. Porch or veranda party. 



26 VOCATIOXAL HOME- MAKING EDUCATION 

10. Chafing dish party. 

11. Assistant at mother's party. 

12. Thimble party. 

13. Shower parties. 

14. Hostess to club meeting. 

15. School party. 

16. Valentine party. 

17. Washington's Birthday party. 

18. New Year's party. 

19. Hallowe'en party. 

20. Swimming parties. 

21. Fishing parties. 

22. Bacon bat. 

23. Clam bake. 

24. Excursion party. 

25. Tennis party. 

26. Corn roast. 

27. Hiking party. 

28. One-night camp. 

X. GARDEN AND YARD PROJECTS 

A. Useful garden. 

1. Small mixed vegetable garden. 

2. Potato garden. 

3. Poultry yard. 

4. Flowers for sale. 

5. Cellar mushrooms. 

6. Rabbit yard. 

B. Decorative yard and garden. 

1. Embowered porch. 

2. Window gardening (for apartments). 

3. Small yard for flowers and shrubs. 

4. Vines for porch and fences. 



Ill 

FOOD PROJECTS 

Food Project No. I. Family Breakfast — Medium or 

B Type 

SUGGESTIONS TO TEACHER 

(Assumed that A or heavy type is for manual, open-air work- 
ing men and C or Hght type for indoor worker with " light " 
breakfast habits.) 

1. Assumed Case Basis: Girls aged 15, of suburban families, 
home standards $i50o-$20oo per year, electing vocational course 
in expectancy of being mothers' assistants or domestics. No pre- 
vious practical experience or technical education. 

2. Assumed School and Home Conditions: One teacher to 15 
girls, all phases of homemaking, small demonstration laboratory, 
abundant reading, 15 hours weekly for non-vocational subjects, 
10 hours weekly for conference and related technical subjects, 
16 hours weekly at home for project execution. Home coopera- 
tion assured, including use of normal kitchen equipment for 
middle class suburban home. 

3. Aims of Project: 

a. Primary : To develop skills and experience in expeditious- 
ly and effectively prepared breakfasts of B type. 

b. Secondary : To develop technical knowledge of dietetic 
facts and ])rinciples, suggested by breakfasts and articles used 
therein. 

c. Incidental: To give appreciation of relations to health, 
financial circumstances, working abilities, " starting the day 
well," etc., of the first meal; to give appreciation of certain prob- 
lems of buying, storing and serving foods, keeping accounts, 
segregating budget, etc. 

27 



28 VOCATIONAL HOME-MAKING EDUCATION 

4. Scope and Time of Project: Assume family of 2 adults, 2 
children at day school, one child of three ( father an indoor work- 
er, getting heavy lunch in town). Milk supplied by wagon; 
cereals, eggs, etc., bought in small quantities twice or thrice 
weekly. 

Breakfasts to be prepared for thirty consecutive days. Work 
to include all necessary buying (proper accounting to be made 
of home stocks and use) ; preparing; serving; after-cleaning of 
dishes and utensils ; accounting for left-overs, etc. 

5. Procedure Recommended to Pupil : 

Preparatory. Assemble data as to customary breakfasts of 
family, scope of desired or permitted changes, estimated outlay, 
available stocks for initiating work, etc. 

If girls are nervous as to execution of sub-project — cooking 
cereal, breaking eggs for frying, making coflfee — arrange for 
individual trial under teacher in school laboratory. 

Have girl prepare carefully written plan for first three days' 
work — time and objects of shopping, time of rising, steps in 
starting breakfasts, etc., to be approved by teacher. Some extra 
time recommended for unexpected needs. 

After first three days, pupil plans for changes in menu and 
other procedure, after conference with mother, plans to be ap- 
proved by teacher. 

Henceforth pupil will pursue related readings of references 
and prepare detailed reports on special phases. 

6. Teacher's Procedure : After girl has selected project 
(teacher approving in light of known home conditions) and pre- 
pared plan, individual conference with girl on detailed plans 
desirable. If difficulties appear teacher should confer with 
mother. Teacher plans to visit home 10 minutes after start of 
project on second day. At end of 10 days teacher visits again 
to test speed and quality of project. 

7. Related Technical and Social Studies : Booklet in hands of 
pupils contains references to readings by pages as to : 

a. Types of breakfasts: (a) customary or (&) desirable for 
open-air manual workers ; school children ; sedentary workers ; 
infants. 



FOOD PROJECTS 29 

b. Balanced dietaries in general and for breakfasts in par- 
ticular. 

c. Breakfast beverages : wholesome water — ^purification, etc. ; 
milk — source, grades, conserving, values ; cofTee — kinds, sources, 
methods of preparation; cereals — kinds, preparation, food values; 
hot and cold breads ; eggs ; meats ; fish ; fruits, etc. Special read- 
ing ; English breakfast tea. 

d. Standards as to cost of breakfasts for various incomes, 
seasons, working conditions, related to general budget. 

e. Special topic: The fireless cooker and cereals. 

/. Special topic : Habits of anemic or ill-nourished children 
in relation to breakfasts. 

g. Special topic: Gas (or electric) cooking. 

h. Special topic: Bulk buying and storing cereals, dried 
fruits, coffee, eggs (appreciation study only of last at this stage). 

i. Special topic: Utensil and dish washing appliances and 
devices. 

j. Reading topic: Breakfasts for sick persons. 

k. Discussion topic: Badly adjusted breakfasts. 

/. Topic: School meals for children. 

m. Discussion topic: Breakfast time as a social rallying time; 
morning prayers ; rising bells ; the problem of the mother of small 
children needing help in dressing. 

n. Discussion topic : Meal habits as an index of refinement, 
ideals, and right living. 

8. Derivative Studies, Readings, Reports : 

a. Hotel, boarding house, and camp breakfasts. 

b. Possible new staples, rice, dried fruits, dried milk. 

c. Self-service. 

d. Lunches for school children and workers prepared with 
breakfasts. 

Food Project No. II. Directions for Pupils 

I. Title and Description: This is known as Breakfast B. M. 
Home Project (B type of breakfast, for M case students). The 
student is expected, after suitable arrangements have been made 



30 VOCATIONAL HOME-MAKING EDUCATION 

and approved by teacher, to undertake preparation of family 
breakfasts for one month. In connection therewith you will be 
expected : (a) to buy necessary food stuffs not already pur- 
chased by mother; (b) to weigh or measure foods already on 
hand from which you expect to use; (c) to keep proper records 
of foods bought, or used from those on hand, and of those turned 
back at close of project, together with statement of cost values ; 
(d) to keep utensils in good order during progress of experi- 
ment; (e) to wash and place away after breakfast or at other 
approved time all dishes and utensils used in connection with the 
project. 

2. Suggestions to Pupils : This project has several purposes. 
From it, first, you are expected to become fairly competent in 
procuring, preparing, and serving the kinds of breakfasts desired 
by your family. In the second place, you are expected to learn 
a number of important facts and principles as to the food values 
and importance of cereals, eggs, breakfast meats and fish, break- 
fast beverages, good cooking, tidy service, etc. Again you will 
learn something of best methods of marketing, keeping household 
accounts, cleaning utensils, etc. Finally you may find your family 
willing, after you have demonstrated the value of certain improve- 
ments in its foods or breakfast habits, to make certain permanent 
changes. You are asked to keep always in mind the following 
suggestions : 

a. Even if you are receiving a small wage from your parents 
or from others for this work, never forget that they are render- 
ing a favor in permitting you to use their homes and equipment, 
as a place to learn homemaking. Usually the housewife (your 
mother or mistress) has final responsibility for running the 
house. Hence consult her freely about your general plans, and 
about all details later. Never forget that you must fit the hours 
and other necessities as well as conveniences of the family. In 
many families, for example, not all members breakfast at the 
same hour. You, as a project worker, must not object to this, 
but must adapt your plans to it. After some days you may desire 
to make certain variations in breakfasts ; but you are not justi- 
fied in doing this without the hearty approval of the housewife 



FOOD PROJECTS 3I 

and her expressed willingness to explain and approve the varia- 
tions to Other members of the family. 

b. In every way try to arrange that you make plans for each 
general and each specific stage of your project before you come 
to it, and that you discuss these with the teacher. Ordinarily 
these plans will be in writing, frequently in answer to questions 
found in this booklet. 

c. If you apprehend difficulty in preparing particular dishes, 
suggest to teacher desirability of trial exercise in school labora- 
tory. Or you might do a bit of preliminary experimental work 
in your own kitchen a day or two before undertaking first break- 
fast. But consult teacher first. 

d. Never forget that people working outside of home expect to 
take trains, or arrive at shop or office on time ; hence it is in- 
excusable not to have their breakfasts ready for them on the 
minute of the hour agreed upon. Seven-thirty is not seven- 
thirty-one. A breakfast five minutes late may spoil a business 
man's work or digestion for the day. 

3. Advantages of Breakfast as a First " Meal " Project : 
The breakfast project is recommended as first " full meal " 
project because (a) breakfasts are usually less complicated than 
other meals; (b) there is expected less variety from day to day; 
(f ) the learner by rising early can obtain more uninterrupted time 
for first efiforts; (d) it leaves ample time for other studies; and 
(e) some preparation, including buying, can be done the previous 
day. 

GUIDING OUTLINE 

Guiding Questions and Suggestions in Planning This Project 

I. What kind of breakfasts i. Procure from housewife information as 
do your family expect ? to customary weekday breakfasts ; Sun- 

day breakfasts ; desires of family for 
uniform things — cereals, eggs, drinks, 
etc. ; desires for variety. 
Ref. (to be provided). 

2. What are suitable cold season break- 
fasts for heavy outdoor workers in 
cities : farmers ; city clerks ; school chil- 



32 VOCATIONAL HOME-MAKING EDUCATION 

dren, 6-12 ; school children, 12-18 ; school 
boys in athletics ; children, 2-6 ; house- 
wives? Ref. 

(N. B. You are not to criticise the 
customs of your family at this stage; 
later some suggestions may be made.) 

3. What is normal breakfast hours of fam- 
ily — Monday-Friday; Saturday; Sunday. 

4. What kind of service do the family 
customarily have? 

2. What general plans will i. Do you expect to do any marketing on 
you make for the first the first morning before breakfast? 
breakfast? 

2. Have plan showing articles of food : 

a. On hand, bought by housewife, e.g., 
cereals, eggs, syrup, coffee, etc. 

b. To be delivered, e.g., milk, bread. 

c. To be procured by you the day be- 
fore. 

3. At what hour should you rise? 

4. What should be extent of your toilet? 

5. What will you wear? 

6. Will you start portion of breakfast be- 
fore finishing dressing? 

Ref. 

7. Do you expect to sit with family at 

breakfast? 
Ref. 

8 to 20. (For later development.) 

3. How will you prepare i. Report in advance usual cereals used, 
needed cereals? supplies on hand, usual cooking devices 

used, etc. 
2. If cereal for first breakfast is wheatena : 

a. What quantity will be required 
(measured dry) ? 

b. What steps will you take in cook- 
ing? Ref. 

c. How serve? 

Ref. 

d. to /. 



FOOD PROJECTS 



33 



4. How will you prepare 
toast? 



3. If cereal is oatmeal? 

General reference on Food Values of 
Cereals. 

I. Kinds of bread available for toasting? 



5. How will you prepare 
coflfee ? 

6-10. Cocoa, hot milk, tea, 
alternatives. 

II. How will you prepare 
eggs (if required) ? 

12-15. Meats, fish, etc., if 
required. 

16. What special arrange- 
ments must you make 
if you expect to sit with 
family at breakfast? 

17. How will you proceed 
to " clean up " after first 
breakfast? 



18. What changes and im- 
provements will you plan 
to make in second to 
fifth breakfasts? 



Ref. 



Ref. 



Ref. 



I. What devices can be used to keep (o) 
cereals, (b) coffee, and (c) eggs, etc., 
hot if they are not served as courses? 
Ref. 

1. How put away for washing at once on 
emptying them, cereal pots, egg pans, 
etc.? 

2. Best methods of removing breakfast 
dishes? 

Ref. 

3. Best methods of proceeding to wash 
breakfast dishes. 

Ref. 
4-10. 

1. You are expected still to conform largely 
to family's preferences. 

2. What is meant by " balanced rations," 
" balanced dietaries," " properly propor- 
tioned meals," etc. 

Ref. 

3. Should a person's breakfast be adjusted 
with reference to expected character of 
other meals? 

Ref. 



34 VOCATIONAL HOME-MAKING EDUCATION 



4. What arc best times for buying various 
breakfast articles? 

Ref. 

5. Is it well for (o) adults, (b) school 
children, or (c) children 2-5 to yield to 
indisposition to eat breakfast? 

6. Is a breakfast consisting almost exclu- 
sively of a hot drink desirable? Dis- 
cuss in reference to (o) coffee, (b) tea, 
(c) cocoa, (rf) hot milk, (e) hot water. 

7-20. 



19. What changes and im- 
provements will you ex- 
pect to make in your 
sixth to fifteenth break- 1-30. 
fasts ? 



Food Project No. III. School Lunch Carried by Children 

SUGGESTIONS TO TEACHER 

1. Assumed Case Basis under Case A: Girls aged 17 living 
in country on farms under somewhat pioneer conditions, electing 
vocational homemaking course in expectancy of being mother's 
assistant and marriage at 20, living on farm. Certain home ex- 
perience (indefinite) as mother's assistant, but no experience 
with lunch and no technical education. 

2. Assumed School and Home Conditions : One teacher to 
15 girls — all phases of homemaking — small demonstration labora- 
tory. Three month courses, 8 hours per day, 15 hours weekly 
for home projects, 15 hours weekly for non-vocational subjects; 
10 hours weekly for conferences and acquiring related technical 
knowledge. Home cooperation assured, including use of home 
kitchen equipment. 

3. Aims of Project: 

a. Primary : To develop skill in preparing lunch and packing 
box. 

b. Secondary : To develop technical knowledge of necessary 
food for children of different ages. 



FOOD PROJECTS 35 

c. Incidental: To give appreciation of relation of right choice 
of food to health and working power of child; necessity for 
attractive lunch ; hygienic condition in packing and carrying lunch 
with minimum effort on part of child. 

4. Scope and Time of Project: 

Assume children, ages 6-9-1 1-14 years, driving to school two 
miles ; extremely cold in winter season. Lunch to be prepared 
for two weeks, six different selections of luncheons. Work 
includes necessary buying and proper accounting, preparing, pack- 
ing, cleaning dishes and utensils used. (Meat need not be cooked 
to make sandwiches. Household supplies may be used.) 

5. Procedure Recommended to Pupil: 

Preparatory — assemble data regarding the foods commonly 
used for school lunch ; common ways of packing and carrying 
suggested groups of foods for lunch. If necessary girl may 
practice preparing any one of the foods in the school laboratory. 

Have pupil prepare carefully written plan of first week's work, 
arrangement of supplies, time of preparation of different dishes, 
and buying. Before end of first week girl will submit plan of 
second week's work, containing improvements and short cuts in 
operations. 

Girl will do necessary reading of references and will prepare 
reports on special phases. 

6. Teacher's Procedure : 

Discuss detailed plans with pupil. See mother for purpose of 
cooperation. Teacher visits pupil during operations on second 
day, and will visit at different stages during the two weeks, e. g., 
when pupil is making the cookies, custard, ginger bread and 
dried fruit for purpose of testing speed and quality of work. 

7. Related Technical and Social Studies : Booklet in hands 
of pupil, contains references and readings by pages. 

a. Desirable lunches for school children containing something 
meaty, something fibery, something sweet and something savoury. 

b. Suitable lunch for child of 6-8 (absence of meat sandwich). 

c. Suitable lunch for children 9-12; children 14-15. 



36 VOCATIONAL HOME-MAKING EDUCATION 

d. Special topic : Custard, scrambled eggs, egg sandwich. 

e. Special topic : Cooked fruit, fresh and dried. 
/. Reading topic : Use of raw fruit in the diet. 

g. Special topic: Bread suitable for sandwiches, sandwich 
filling, proper cutting of bread. 

h. Discussion topic : Pie for children's lunch. 

«. Reading topic: Use of milk in diet of children; carrying 
milk, care of containers. 

;'. Discussion topic : The box or pail for packing lunch — wrap- 
ping of lunch, packing the lunch. 

k. Discussion topic : Proper eating or lunch ; food habits of 
children, school table or desks used as individual tables, paper 
table napkins. 

/. Discussion topic : The hot dish prepared at school. Pre- 
pared dish sent to school to be heated there. 

8. Readings and Reports : Children of other lands ; food 
habits ; physique. 

References : 

1. The Feeding of Young Children (Teachers College Bulletin, No. 3) 

2. Food for School Boys and Girls (Teachers College Bulletin, No. 23). 

3. Feeding the Family. Mary S. Rose. 
Chapter VIII. Food for Children, 5-7 yrs. 

" IX. Food for Children, 8-12 yrs. 

" X. Food for Adolescents and Youth. 

" I. The Significance of Food. 

" II. The Digestive Mechanism. 

4. The Rural School Luncheon (Household Science Circular No. i. 

Dept. of Education, Saskatchewan, Canada). 

Food Project No. IV. Children's School Lunch 

DIRECTIONS FOR PUPILS 

I. Title and Description: This is known as School Lunch A. 
Home Project. The student is expected after suitable arrange- 
ments have been made and approved by the teacher to prepare the 
school lunch for two weeks. 

In connection therewith you will be expected to (a) buy the 
necessary foodstuffs not on hand; (b) make a list of the food 
(weight or measure) already on hand from which you will use; 



FOOD PROJECTS 37 

(c) keep proper record of foods bought or used from those on 
hand and of those turned back at the close of the project, to- 
gether with statement of cost; (d) keep utensils in good order 
during progress of experiment; (e) wash and place away after 
using all dishes and utensils used in connection with project. 

2. Suggestions to Pupils : This project has several purposes : 

a. You are expected to become competent in preparing school 
lunches for the children in the family and to pack the lunches 
in containers suitable for carrying a distance. 

b. You are expected to learn a number of facts and principles 
as to the food values to children of different ages, of milk, of 
bread and butter as sandwiches ; egg, meat, fruit, cheese as filling ; 
the value of fresh fruit, raw and cooked ; dried fruit ; raw and 
cooked vegetable soups ; simple cake and candy. 

c. You will, after selecting good combinations, ascertain how 
the children like it. You will endeavor to cultivate in them a 
taste for the most nourishing foods. You will keep in mind the 
following suggestions : 

(i) You will consult your mother, the housewife, about your 
arrangements and will plan your work so that your work will not 
interfere with the routine. For example, if you have to prepare 
foods during the day consult the housewife. Fit the hours of 
your work into the family program. 

(2) Plan your project ahead carefully as to time required for 
putting up lunch and time to make the various dishes — and discuss 
with the teacher. It is best to have these plans in writing. 

(3) If you are not sure about the preparation of any dish, 
e. g., cookies, gingerbread, arrange with teacher for a trial ex- 
periment in the school laboratory or try it at home and let teacher 
see the result. 

(4) Be prompt in preparation of lunch. Children have to leave 
early to drive the long distance and if the lunch is not ready on 
time it will cause nervousness and fear of being late. 

3. Advantages of School Lunch as a First Food Project : The 
school lunch is recommended as a first food project to precede the 
" full meal " project because (a) it is not so complicated ; (&) there 



38 



VOCATIONAL HOME-MAKING EDUCATION 



is less cooking of food, and the processes used are easy to bring to 
a successful end. (c) It takes the place of a meal but is of so 
simple a character that the student with no previous experience 
will master it readily and gain confidence for the more difficult 
meal projects, {d) It leaves ample time for carrying on other 
lines of work, either projects or studies, (e) Necessary buying 
and preparation of certain foods are done the previous day. 



GUIDING OUTLINE 



Questions and Sugges- 
tions IN Planning 
Project 
I. What foods do your 
brothers and sisters take 
for lunch at noon? 



What value is the hot 
dish served at school to 
supplement the lunch 
brought from home? 
What general plan vv'ill 
you make for your first 
lunch ? 



Guiding Questions for Study 



Procure information as to customary 

lunch taken ; vk^hat foods children like 

and what they do not like. Hovvr the 

lunch is packed ; how milk is carried, 

how drinking water is carried. 

What are suitable lunches for children 

6-8 (Feeding the Family, Rose, Chap. 8) ; 

8-12 (Ibid., p. 152) ; 12-18 (Ibid., pp. 

162-6.) 

Ref. Rose: Food for School Boys and 

Girls (Teachers College Bulletin, No. 

24). 

Ref. Rose: Foor for School Boys and 

Girls. 



1. Do you expect to do any marketing for 
this lunch? 

2. Have plan (written) showing articles of 
food: (a) on hand bought by housewife 
or prepared by her, e. g., bread, meat 
(cooked), oranges, apples, simple cake; 
(b) to be prepared the day before, (c) 
What time during the day will you pre- 
pare it? 

3. You do not wish to interfere with the 
family breakfast operations. When and 
where will you prepare the lunch? 

4. At what time will vou rise? 



FOOD PROJECTS 



39 



4. How will you prepare 
sandwiches ? 



5. How will you prepare 
the food carried in jelly 

glass? 



6. How do you prepare the 
fibery part of a lunch? 



7. How will you make muf- 
fins. 



8. How will you make gin- 
ger bread? 



9. How will you prepare 
oatmeal cookies? 

10. How will you make pea- 
nut brittle ? 

11. How will you make 
fudge? 



12. How will you clear 
away utensils used when 
preparing lunch ? 



I. Kind of bread available, fresh bread cut- 
ting, spreading crusts. 
Ref. Boston Cook Book, p. 550, Rural 
School Luncheon, Cir. No. i. 

1. Apple sauce, baked apple. 

Ref. The Rural School Luncheon, Cir. 
No. I. 

2. Stewed prunes or the fruit (R. S. L. r). 

3. Stewed tomatoes. 

4. Custard. 

5. Cornstarch pudding. 

6. Lemon or rice pudding. 

I. How do you prepare apple, orange, etc., 
celery? Boston Cook Book, pp. 290, 
590. 

General conference on food value of 
fruit and fibery vegetables. 

1. What is relation of flour to liquid? 

2. What is relation of baking powder to 
flour? 

Ref. Boston Cook Book, p. 72. Muffins 
n (half quantity). 

1. What is relation of flour to liquid? 

2. What is relation of flour to soda? 

3. Why is so much soda used? 
Ref. Boston Cook Book, p. 482. 
Molasses gingerbread. 

Ref. Boston Cook Book, p. 487. 

Ref. Rural School Luncheon. 

Ref. Ibid. 

General conference on food value of 

sweets in the diet of children. 

Ref. Feeding the Family, p. 150. 

Write plan of second week giving menus 

for lunches. 

Methods of cleaning (R. S. L. No. I, 
Directions for Dishwashing). 



40 



VOCATIONAL HOME-MAKING EDUCATION 



13. How will you keep the 
lunch container in good 
condition and ready for 
use? how pack the 
lunch ? 



14. What will you use as 
container for carrying 
milk? for carrying drink- 
ing water? 



15. How would you serve 
the luncheon? 



16. Should children eat be- 
tween meals? 



1. Should the container be of washable 
material, tin, basket? 

2. Should it be well aired when not in 
use? 

Box luncheon (Cornell Leaflet). Use 
of waxed paper. (R. S. L. Cir. No. i). 
Ref. Farmers' Bull., M\lk, Its Use and 
Care. 

1. What value is milk in diet of children? 

2. How much should be taken each day ? 

3. What is the value of water? 

4. How much should be taken each day? 
Rose, Feeding the Family. 

5. "The school lunch is a makeshift at 
best." Rose, Food for School Boys and 
Girls. 

Discuss the question on paper. 

1. What advantage to the child is a hot 
dish served with the cold lunch? Ref. 
Feeding the Family, 2, 12. 

2. What advantage to the child is lunch 
with the teacher and the other scholars 
at a spread table or at school desks with 
napkins spread ? Ref. Rural School 
Luncheon, 6, 33. Feeding the Family, 
153- 

1. Discuss the use of pie (with both upper 
and lower crust) as a part of school 
lunch. 

2. Discuss use of rich cakes. 
Write three hundred words discussing 

this statement. 



17. " The school lunch is a 

make shift at best." 

Rose. 
References : 

1. Rose. Feeding the Family. 

2. Farmer. Boston Cooking School Book. 

3. Rural School Luncheon (Circular No. i, Dept. of Education, Sas- 

katchewan, Canada). 

4. The Box Luncheon. (Food Series No. 9. Cornell Reading Course.) 



I-OOD PROJECTS 41 

Food Project No. V. Workingman's Carried Lunch 

SUGGESTIONS TO TEACHERS 

1. Assumed Case Basis: Class of 15 young women, 19-23 
years of age, from homes where total income is $1800-2000. 
(Attending 3 months' full-time course.) Nationality: Amer- 
ican, Irish and Swedish. 

2. School and Home Conditions : Education : left school at 
end of first year high school to become wage earners at Amer- 
ican Sales Book Co., Elmira Knitting Mills, Morrow Plant. 
Homes : small detached house on street of low economic stand- 
ard of Elmira, or larger house and more yard space just out- 
side of city limits. House well kept ; young woman attends 
evening classes at high school or at the Federation building 
and becomes interested in learning to be a worthy homemaker. 

3. Expectation : To be married at age of 20-25 years, at age 
of 32 to have three children, and to live in home that is being 
paid for through the Building Loan Association. Man to be 
earning $1800 a year (1919 rates) ; employed at the Morrow 
plant. Wife devotes time exclusively to home. 

Possible Carried Lunch Projects 

1. Carried lunch for working man (6 weeks). 

2. Carried lunch for boy 16 yrs. old (school) (3 weeks). 

3. Carried lunch for boy 12-14 yrs. old (school) (2 weeks). 

4. Carried lunch for girl 15-17 yrs. old (school) (3 weeks). 

5. Carried lunch for girl 12-14 yrs. old (school) (2 weeks). 

4. Suggestions to Teacher : 

a. Project i : Carried lunch for working man (6 weeks) ; 
making sandwiches, wrapping and placing attractively in lunch 
box; add also pie, cheese and hot coflfee, if that has been usual 
lunch. 

b. Student not to depart from regular lunch ; prepare for first 
week, (a) Attention must be centered on having lunch box ready 
on time. (&) Lunch box must be well cleaned and aired before 
packing lunch, (c) Coflfee must have right amount of top milk 
and sugar in it. (d) Top of container must be fastened securely. 



42 VOCATIONAL HOME-MAKING EDUCATION 

c. This project would require }i of an hour daily for execu- 
tion and one hour daily for conference and study during the 
week. 

It is recommended that along with this project the young 
woman work in the school cafeteria serving the hot dish at noon, 
reporting to teacher in writing her observation of selection of 
food and quantities desired by boys and girls. Outside reading 
also to be done on subject of food for growing boys and girls. 
Eight hours per day is to be given to vocational homemaking — 
four hours to execution and four hours to conference and study. 

5. Aim of Project: 

a. To have young women acquire skill in selection of food 
suitable to carry in lunch box. 

b. To learn the amount of food, number of sandwiches, size 
of piece of pie or cake to be put in lunch box. 

c. To choose foods acceptable in right season of year. 

d. To appreciate the value of a well-selected, properly pre- 
pared lunch in aiding a man's working or earning capacity. 

e. To know the advantage of having something ready at the 
proper time, without interfering with other family arrangements. 

6. General Plan of Work: 

a. Have young woman select this project as an introduction 
to meal projects if she is unfamiliar with the preparation of 
meals. 

b. Teacher must outline definitely the project to young woman, 
making certain of cooperation in the home. 

c. Pupil's leaflet can be given young woman who must report 
to teacher concerning arrangements made at home, and arrange 
for teacher visiting her while at work. 

Daily Outline 

ist day: Report must be made in writing concerning type of lunch box 

used. 
2nd and 3rd days : Two hours of reading on lunch boxes, and methods of 

packing lunches, to be discussed in conference with teacher 3rd day. 
4th day : Method of making and wrapping sandwiches demonstrated at 

school. 



FOOD PROJECTS 43 

5th day : Reference reading on sandwiches. 

6th day : Value of pie in dietary. 

7th day : Conference with teacher. 

8th day : Devoted to helping student as she may suggest. 

9th day: Discussion of food values, 
loth day : Report of variation in lunch. 

nth to 15th day: Discussion of well-balanced meals as aids to earning 
capacity. 

After third week. Development of ease in preparing lunch on 
time and planning to have everything at hand when needed. 

References : 

Rose. Feeding the Family. 

Dept. of Agriculture Bulletin No. 712. The School Lunch. 

Cornell Bulletin, Food Series No. 9. The Box Lunch. 

Hill. Sandmiches, Salads and Chafing Dish Dainties. 

McCuUum. Nczver Knowledge of Nutrition. 

Stiles. Adequate Diet. 

Food Project No. VI. Workingman's Carried Lunch 

DIRECTIONS FOR PUPILS 

1. Title and Description: You will be expected, after suitable 
arrangements have been made and approved by teacher, to 
undertake preparation of father's lunch for six weeks. You 
will be expected to : 

a. Plan with mother for usable bread, meat, butter, pie, cake, 
or fruit to be left from the daily supply for the lunch next day. 

b. Make purchase of paraffin paper for wrapping sandwiches, 
and any paper receptacles to be used as paper plates, cups. 

c. Estimate cost and approximate food value of each lunch. 

d. Keep a record of lunches most enjoyed; find out why. 

e. Care for lunch box when the evening meal is being cleared 
away ; open lunch box, remove all papers and unused food, wash 
out box, dry thoroughly and leave it to air so that it will be 
ready to use in the morning. 

2, Suggestions to Pupil: This project has several purposes: 
a. From this project you are expected to become fairly com- 
petent in selecting proper combinations for lunch box as regards 
bulk and tastiness. You will be expected to make a well-packed 



44 VOCATIONAL HOME-MAKING EDUCATION 

lunch that will satisfy the appetite of a working man; to learn 
to select suitable food that can be conveniently carried in lunch 
box. 

b. You are expected to learn a number of ways of preparing 
sandwiches, the food value of them, how to add the remainder 
of the lunch in such way as to complete the required amount of 
nourishment; to learn the value of hot beverage and attractive 
appearing lunch on digestion and happiness of man. 

At first it is better to put into lunch box just what your father 
has been accustomed to having, arranging it very neatly. Later 
you may be able to make variations, after making notes of 
special things or combinations enjoyed. 

Comparing cost of well-cooked home prepared lunch with cost 
of food in restaurant will help you to understand real worth of 
carrying one's lunch. 

c. Even if you are receiving a small wage from your parents 
or from others for this work, never forget that they are rendering 
you a favor in permitting you to use their home and equipment 
as a place to learn homemaking. Usually the housewife has 
final responsibility for running the home ; consult her freely 
about your general plans. 

d. In every way try to arrange that you make plans for each 
general and each specific stage of your project before you come 
to it, and that you discuss these with the teacher. Ordinarily 
these plans will be in writing, frequently in answer to questions 
found in this leaflet. 

e. li you have difficulty in making pie, or cake, or sandwiches 
that can be handled easily, suggest to teacher your desire of a 
trial exercise in school laboratory. If you prefer, you may ex- 
periment under your mother's direction in your own kitchen. 

/. Never forget that a man working in a shop or factory must 
arrive on time ; hence it is inexcusable not to have lunch box 
ready before it is time for him to start for work. If a man is 
docked for not arriving on time it ofttimes results in his being 
" laid off." 

3. Advantages of " carried lunch " as among the projects 
sekcted as introductory ones. 



FOOD PROJECTS 



45 



a. The lunch can be put up while breakfast is being prepared. 

b. You prepare the food for one person only and receive criti- 
cism from one. 

c. There is not a variety. 

d. It provides for simple planning. 

e. Some preparation of pie, cake, etc. 

/. It gives practice in preparation of lunch that will be useful 
when going on a picnic with a group of boys and girls. 



GUIDING OUTLINE 



I. What kind of lunch does 
your father expect? 



2. What are suitable cold 
season lunches for work- 
ing man? N. B. You 
are not to criticize your 
father's choice of lunch 
at this stage ; later some 
suggested change may be 
used. 

How will you prepare the 
box to have it absolutely 
clean and odorless? 

Will you cut the crusts 
ofif the bread? 



Will you add hot coflFee? 



How best 
lunch ? 



to pack the 



What kind of sandwiches are suitable 
for lunch box? Ref. Sandwiches, Sal- 
ads and Chafing Dish Dainties, pp. 119- 
142. 

Have plan showing articles of food on 

hand. 

How can these be used most attractively 

in the lunch box? 

At what hour should you rise in the 

morning to prepare lunch? 



Will you put mustard or horseradish on 
meat in sandwiches? Ref. Feeding the 
Family, pp. 152, 153. 

Will you use white bread or graham 
bread for sandwiches? Ref. U. S. 
Farmers' Bulletin No. 712, pp. 3-6. 
How many ways can you prepare eggs 
for lunch box? Ref. Handbook of Food 
and Diet, Part II, pp. 55-67. 
What kinds of pie are suitable for lunch 
box? Ref. Text-book of Cooking, pp. 
251-257. 

Which articles of food should go into 
lunch box first? Ref. U. S. Farmers' 
Bulletin No. 712, pp. 12, 13. 



References : 

Hill. Sandwiches, Salads and Chafing Dish Dainties. 
Rose. Feeding the Family. 

Farmers' Bulletin No. 712. Handbook of Food and Diet. 
Greer. Textbook of Cooking. 



46 VOCATIONAL HOME-MAKING EDUCATION 

Food Project No. VII. Plain Cakes 

SUGGESTIONS TO TEACHERS 

It is assumed that each pupil will have in her hand a booklet 
giving in detail guidance for this project. 

1. Assumed Case Basis: Girls 14-16 years. Family income 
$900-$2000. Little or no previous experience in making cake. 

2. Assumed School and Home Conditions : School laboratory 
or kitchen equipment. Individual work at school and in the 
home. 

3. Aims of Project: 

a. To develop skill in mixing and baking cakes, and in storage 
of cakes. 

b. To develop technical knowledge of kinds of cake, methods 
of making, temperatures for baking, textures, qualities of ma- 
terials used, utensils, kinds of ovens. 

c. To develop appreciation of food value, place in diet, cost, 
comparison of home and bakery cakes and other foods. 

4. Scope and Time of Project : Two hours per day, three 
periods per week extending over one month. 

5. Teacher's Procedure: After the project is chosen, an intro- 
ductory talk and discussion should be given showing how project 
is to be carried on, linking this with previous or parallel pro- 
jects. If possible, demonstrate necessary utensils and equipment 
and ways of mixing in general. If convenient, a cake should be 
made, as demonstrated by the teacher, by each member of the 
group or by the group as a whole, depending upon circumstances. 
The succeeding work should be assigned and future meetings or 
supervision decided upon. 

6. Procedure Recommended to Pupil : List home utensils and 
equipment available for the project work. Note absolute and 
desirable additions. Plan for cooperation of mother or house- 
wife, as to use of home kitchen and equipment, material on hand 
or to be purchased, utiHzation or disposal of results. 

7. Related Technical and Social Studies : Booklet for pupil 



FOOD PROJECTS 47 

contains references for readings on following subjects: (a) 
Classification of cakes, (b) Methods of mixing, (c) Baking, 
temperatures, time for, etc. (d) Utensils and equipment, use 
and care of. (e) Materials used— fats, eggs, liquids, sweeten- 
ing materials, flours, baking powders, salt, flavorings. (/) Care 
of cake after baking and storage, (g) Serving cakes — how cut, 
how eat. (h) Place in diet and food value, (i) Bakers' cakes, 
compare with home baked, quality and cost. (;) Fancy cakes, 
French pastries, (k) History. (/) Score cards for judging 
cakes. 

References : 

Farmer. Boston Cooking School Cook Book. 

Hill. Practical Cooking and Serving. 

Allen. Table Service. 

Cornell Bulletin. Making Cake (Nos. I and II). 

Food Project No. VIII. Plain Cake Making 

DIRECTIONS FOR PUPILS 

1. Title and Description: You are expected to spend two 
hours per day, three times a week for one month making plain 
cakes. After the initial lesson with your teacher you are expected 
to do the work at home consulting with and reporting to your 
teacher regarding your progress. 

In connection with this it will be necessary to obtain the co- 
operation of your mother or housekeeper regarding : 

a. Kitchen and equipment: use and time for using. If addi- 
tional utensils are needed they must be arranged for to the 
satisfaction of all concerned. Agreement as to condition in which 
kitchen, etc., is to be left. 

b. Materials : Those on hand or to be purchased. Keep record 
of amounts and their costs. 

c. Results : Utilization or disposal of. 

2. Suggestions to Pupil: This project has several purposes. 
You are expected to become skillful in mixing and baking plain 
cakes of several kinds. In addition you will learn many impor- 
tant facts about the value of cakes — as to money and food, — 



48 VOCATIONAL HOME-MAKING EDUCATION 

quality of the ingredients used and the results ; how to save 
time and money, yet obtain a good result. You will also learn 
many facts about different materials used in making cakes of 
various kinds, and how they are prepared for use. 

You should consult your teacher as to the conditions under 
which you are to work and submit to her a written plan of 
your home work. This plan should show: (a) Utensils to be 
used; (b) materials to be used; (c) equipment to be used; 
(d) order of work, step by step in detail. 

When the work of one lesson is completed it will help you 
on the next if you sit down and note where your actual work 
differed from your plan. Decide which is the better and modify 
your plan for the next time. Do this each time till your plan 
and actual work coincide and you get the best result for the 
least expenditure of time and energy. 

Study the first 13 questions before writing your plan. Then 
follow the working plan as given on page 52. You should com- 
plete the study of questions by the beginning of the fourth week. 

A written report of each lesson is required according to form 
on page 53 and such samples of product shown the teacher as 
may be agreed upon. 

GUIDING QUESTIONS 
For Planning the For Study and Practice of Project 

Project 

1. What kind of cake are la. What are the distinctive types of cake? 
you going to make? Ref. 

b. What distinguishes the types? Ref. 

c. In what forms or shapes are cakes 
made? 

d. Are there any advantages in the dif- 
ferent forms or shapes? 

2. What ingredients will 2a. How much of each ingredient does 
vou use? your recipe require? 

b. What is the proportion of fat to sugar 
and flour? liquid to flour? flavoring to 
flour? Compare with some other reci- 
pes? Ref. 

c. How much sugar compared with the 
fat? What kinds of sweetening can 



FOOD PROJECTS 49 

be used in cake? Ref. How does 
coarse or fine sugar affect the result? 

d. What kinds of flour can be used? Ref. 
Are they equal in thickening power to 
wheat flour? Ref. 

e. What fats are generally used for short- 
ening? Are any others ever used? 
What is meant by "shortening"? Ref. 
Is it classed as a liquid or a solid? 
If an unsalted fat is used what must 
you do? Why? 

/. What is baking powder? Of what 
* composed? What is its office in the 

mixture? How does it accomplish 
this? Ref. 

What kinds of baking powder are 
there? What kinds are most desirable? 
What kinds are harmful? Ref. 

g. Why are eggs used in cakes? Can you 
make cake without eggs? Ref. If you 
use more eggs than the recipe calls for, 
what adjustments will be necessary? 
Ref. Are eggs ever obtained in more 
than one form? Ref. By whom used? 
Are storage eggs possible for cakes? 
Home stored, e. g., water glass? Ref. 

h. What liquids are possible to use in 

cake making? Advantages? Ref. 
i. Are flavorings necessary? In what 
forms are they obtainable? Is it always 
necessary to buy flavoring as such? Ref. 

3. What is the method of 3a. Why treat the fat as directed? Ref. 
combining these ingredi- b. Why add sugar slowly? If it cannot 
ents? all be combined with fat, is there any 

advantage in combining a part of it 

thoroughly? Ref. 

c. Is there any reason for adding the egg 
at this time? Whole egg? Yolks? Is 
white alone ever added now? When is 
it added? Why? Ref. 

d. Why sift the flour before measuring? 
How much difference is there between 
sifted and unsifted flour when meas- 
ured? Measure, then sift and meas- 



50 



VOCATIOXAL HOME-MAKING EDUCATION 



4. What ways of mixing 
will you use in combin- 
ing these ingredients? 

5. In what kind of pan will 
vou bake this cake? 



6. Should its capacity be 
equal to the amount of 
batter? Why? 

7. In what way will you 
prepare the pan to re- 
ceive the batter for bak- 
ing? 

8. How will you put the 
batter in the pan? 



9. How will you leave the 
mixing bowl when you 
remove the batter? 

10. What should be the 
temperature of the oven 
for baking this cake? 



ure again ? Answer. I-s there any other 

way of measuring the flour? Is it 

practical? 

If you use bread flour where pastry 

flour is called for, what must you do? 

Why? 

e. You have spent time and energy mix- 
ing the fat and sugar. If you add all 
the liquid to the mixture, what may hap- 
pen? How can you tell it happened? 
What is the term applied to the ap- 
pearance? What can you do to pre- 
vent this? Ref. 

/. How is the baking powder added to 
the mixture and why? Ref. 

4. What way of mixing will you use for 

each ingredient? Why? Is any other 
way ever used? Where? Ref. 

5. What kinds or shapes of baking tins are 

used for cakes such as loaf, layer, sheet, 
little or individual? 

6. How full should the pans be filled? 

Why? Ref. 



7(1. Are pans prepared differently for the 
different types of cakes? Ref. 

b. What are the ways? Why used? 

c. Have you heard of any other ways? 
Reason? 

80. Will the batter spread itself so as to 
be perfectly level on top? before bak- 
ing? after baking? 

b. How can you help achieve this appear- 
ance? 

c. Why is a level cake desirable? 

9. How much cake could be made from 
the batter sometimes left on the bowl? 

100. How hot should the oven be for the 

the different types of cakes? Ref. 
b. How long are the different types of 



FOOD PROJECTS 



51 



Sheet? loaf? individual? 



the temperature? 



II. Will you watch the cake 
while it is baking? 



12. How will you be able 
to tell when the baking 
is finished? 

13. When the cake is re- 
moved from the oven, 
what will you do with 
it? 



14. When will you serve 
the cake? 



15. In what way will you 
cut the cake? 

16. How will you serve the 
cake? 



cakes baked? 
Ref. 

c. How can you test 
Ref. 

d. Should the temperature be the same 
throughout baking? Ref. 

II a. If necessary to open the oven door 
while the cake is baking, how will you 
do it? 

b. How should the cake behave while 
baking? 

c. If it bakes too fast, what can you do? 
Ref. 

d. Is it desirable to turn the pan around 
after the cake has begun to bake? Ref. 
Why? 

12. In what ways is cake tested so as to 
determine if it is done? Are these 
sanitary? Ref. 

13a. How can the cake be removed from 
the oven easily? Ref. 

b. If it sticks to the pan, what may be 
the reason? How can you correct this? 
Ref. 

c. If cake is burned, what can be done? 

d. Is it well to place the hot cake on a 
cold fiat surface? What is the best 
thing to use? Ref. 

e. Should it be covered while cooling or 
stand where the wind blows over it? 
If not, how treat it? Ref. 

/. When should it be put away? Where? 
Ref. 

14a. Are cakes served while hot? 
b. If necessary to serve hot cake, how 
may it be separated into serving pieces ? 
Ref. 

15. In what way is it customary to cut 
cakes of different shapes? 

i6a. How are different kinds of cakes 

served? Ref. 
b. Under what circumstances is a cake 
cut and served at the table? Ref. 



52 



VOCATIONAL HOME-MAKING EDUCATION 



17. How will you tell 
whether your cake is 
good? 



18. How much will your 
cake cost? 

19. Can you aflford to have 
cake often? 



20. Compare the recipe for 
your cake with others 
calling for the same 
number of eggs? 



c. When is cake served from a plate on 
which are cut pieces or individual 
cakes ? 

d. When is a piece of or an individual 
cake served on individual plates? 

170. What are the things which make a 
cake good? To taste? To look at? 
Ref. 

b. What is a score card? Ref. 

c. How does your cake measure up to 
this score card? Make out a score card. 

i8a. Is it necessary to use the most ex- 
pensive ingredients for cake? Ref. 
b. Are substitutes satisfactory? Ref. 

19a. How does your cost compare with 
bakery cake of the same kind? 

b. Is cake a necessary food or is it a 
luxury? 

c. Is it wise to have luxuries often? 

d. Should cake be eaten as a lunch be- 
tween meals? 

20a. Are there many differences? What 
are they? 
b. Notice if the proportion of liquids to 
flour are the same. If the same, how 
different are the two recipes? 



Working Outline 

1st week: Plain cake, according to recipe, bake in same pan, same way 
each time. 

2nd week : 

a. Plain cake batter baked as layers. 

b. Plain cake batter baked as little cakes. 

c. Plain cake batter baked as loaves. 

d. Nut cake — To plain cake batter add ^ cup nuts. Bake as at first. 
How are nuts prepared? Ref. What kinds can be used? 

3rd week: 

a. Spice cake— To plain cake batter add Vz teaspoon cinnamon 
(ground), % teaspoon ground cloves, % teaspoon ground allspice. 
How should the spices be added? Ref. 

b. Marble cake— To Yz plain cake batter add ^ the measure of spices 



FOOD PROJECTS 53 

as above. Put into pan by spoonful alternating the two batters to 
give effect of marble. 
c. Simple fruit cake — To plain cake batter add % cup citron and 
raisins. Bake as at first. How should raisins be prepared? Citron? 
Ref. 

4th week: 

a. Chocolate cake — To plain cake batter add 2 squares of melted 
chocolate. Bake as whole cake, layer or small cakes. Note. Use 
2 tablespoons less of flour here with the chocolate. Why? Ref. 

b. Chocolate marble cake. 

c. Quick date cake — Measure the ingredients for plain cake. Put into 
bowl with J/2 lb. prepared dates. Beat hard for 5 min., then put 
into pan and bake as usual. How should dates be prepared for 
cake? Ref. 

When a new ingredient is suggested find out all you can about 
it and record the information with that of the original ingredients. 

Do the various cakes require the same care in baking and in 
storing till used ? 

Compare the costs of these cakes. 

Home Project Report. Cake Making 

Name 

Date 

Time consumed 

Record description of result, any point which you want to dis- 
cuss with your teacher, and suggestions for work the next time. 

Food Project No. IX. White Yeast Bread 

SUGGESTIONS TO TEACHERS 

The student makes white yeast bread for her own family and 
later for outside orders. 

1. Assumed Case Basis: High school girl of 15 or 16 years 
of age. 

2. Assumed Home Conditions : The economic status of the 
family will have little to do with modifying this project. The 
home must have a stove in which bread can be baked, otherwise 
the project must be carried on in someone else's home or in the 
school kitchen. 



54 VOCATIONAL HOME-MAKING EDUCATION 

3. Aims of Project: 

a. Primary : To gain skill in bread baking. 

b. Secondary : (a) To develop a standard of good bread. 
(b) To find out, all things considered, whether it is worth while 
for her family to make its own bread, (c) To learn what place 
bread should have in the diet, (d) To get some understanding 
of the action of various plans ; of the conditions most favorable 
for yeast ; and how to prevent the growth of bacteria and molds 
which are liable to grow in bread. 

c. Incidental : (a) To get an appreciation of the importance 
of cleanliness in handling food materials, (b) To get an appre- 
ciation of the value of labor required for converting the raw 
materials into usable form, (c) To get an appreciation of the 
market standard of bread. 

4. Scope and Time of Project: The project should include 
(a) the making of enough bread for the girl's own family for 
several days; (b) the making of bread for orders outside her 
own family. Eight to ten repetitions will probably be necessary. 

5. Suggestions to Teachers : Supply student with copies of 
the bulletins used as references. These may be secured free of 
charge by writing to Bureau of Documents, Department of Agri- 
culture, Washington, D. C. 

This project can probably be carried out best on Saturdays, 
when the student is free and the regular family baking is usually 
done. 

Make sure that the student's plan shows that she has a definite 
notion of the amount she is to make, the kind of flour and 
yeast she has to use, and the general method of procedure. If 
possible, help student criticize and judge a loaf of her first bak- 
ing to determine what she must do differently the next time. 

When she has sufficient skill to be able to count on a fair 
standard of bread, have the girl solicit orders for a few bakings. 

References : 

Farmers Bulletin No. 389. Bread and Bread Making. 
Farmers Bulletin No. 807. Bread Making in the Home. 



FOOD PROJECTS 55 

Food Project No. X. White Yeast Bread 

DIRECTIONS FOR PUPILS 

1. Title and Description: This project will cover a period of 
6-8 hours for high school girl of 15-16 yrs. of age. Eight to ten 
repetitions are advisable. The student is expected to make 
bread in sufficient quantity to supply the family for several days. 
Later, when skill is acquired, it is advisable for her to make 
some bread for sale. 

2. Suggestions to Pupils : 

a. This project can be carried on very well Saturday mornings. 
Since it will not be necessary to spend all the time attending 
to the bread, another shorter project, such as the family mending 
or darning, can be worked on at the same time. 

b. When you have gained sufficient skill to be able to count 
on a good standard loaf of bread, try to find outside market 
for some of the loaves. Many families will welcome the oppor- 
tunity of buying good homemade bread, 

GUIDING OUTLINE 

What ingredients will you What kind of flour is best for breadmak- 
need for breadmaking? ing? Ref. 1:31-33; 2:5-6. 

What brands in your local grocery are of 

this kind. 
What kind of flour have you at home for 

breadmaking? 
Will the kind of flour you use make any 
difference in the choice of method? Ref. 
2:7. 
What kinds of yeast are there? Ref. 

I : 18-20; 2:8. 
What kind does your mother use? 
If you wish to make bread in the quickest 

time, which kind would you use? 

If you wanted to keep a supply of yeast 

on hand, which kind would you buy? 

What amounts of ingredi- The recipe given in Ref. 2:15 makes four 

ents will you need for loaves of bread. Consult with your 

your family baking? mother as to the number of loaves needed 

by the family and then rewrite this 
recipe stating amounts you will use. 



56 



VOCATIONAL HOME-MAKING EDUCATION 



What utensils will you 
need? 



How are ingredients com- 
bined? 2:12-16. 



Which method of bread 
making will be best for 
you to begin with? 



How should the dough be 
cared for? 



How will the kneading be 
done? 



What utensils are absolutely necessary? 

Ref . 2 :9. 
What utensils might you use to make the 

process quicker and easier? Ref. 2:10-11. 

Why is the flour sifted? 

Why is the dry or compressed yeast put to 

soak in lukewarm water? Ref. 2:8. 
What would happen if boiling water were 

used? Ref. 2:8. 
If cold water were used? Ref. 2:8. 

What is meant by the sponge method 

quick process? Ref. 2:16. 
What is meant by the straight dough or 

short day process? Ref. 1:26; 2:16. 
Which kind of yeast will you have to use? 
Will this make any difference in your 

choice of processes? Ref. 1:23. 

What causes dough to rise? Ref. 1:18. 
What is the best temperature for rising 

when you use the night process? Ref. 

1:26; 2:8. 
When you use the day process? Ref. 2:8. 
What will happen if the dough becomes 

chilled? If it is kept too warm? Ref. 

I -.22. 
What devices can you use for keeping the 

dough at the right temperature? Ref. 

2:13. 
What causes souring of bread? Ref. 

1 :22-23, 34-35; 2-1 1. 
What must you do to present it? 1:22-23; 

1:35; 2:11. 

Why is kneading necessary? Ref. 2:12-13. 
Considering the process you are to use, 

how many times must the dough be 

kneaded? 2:12. 
What is the best motion for kneading? 

2:13. 

(Have your mother or teacher show 

you.) 
How will you know when you have added 

enough flour? Ref. 2:12. 
How will you know when the dough has 



FOOD PROJECTS 



57 



How shall the loaves be 
"worked out"? 

What pans are best for bak- 
ing? 



How is the bread to be 
baked? 



How much time do you es- 
timate it will take to do 
the family baking your 
first trial? 



Bake family supply of 
bread. 



What success did vou have? 



risen enough and is ready for kneading? 
2:13. 
Why must you not allow a crust to form 
on the dough? How can you prevent it? 
2:13. 

What is best way of shaping it for the 
pan? 2:14. 

Are some materials better than others for 

bread pans? 2:11. 
Which is better, a single pan or one which 

holds several loaves? 2:11. 

How are you to know when the loaves are 
ready to bake? 2:13. 

What oven temperature is best at the be- 
ginning of the baking process? 2:14. 

Should this temperature be changed later? 
1 :29-30; 2:14. 

If you haven't an oven thermometer, how 
can you approximate these temperatures? 
2:14. 

About how long should you allow for the 



bakin£ 



2:14. 



How will you know when the bread is 
done? 2:14. 

Keeping in mind the method you have de- 
cided upon, about how long will it take 
for the mixing? For the first rising? 
For the first kneading? How many times 
will you repeat the rising and kneading? 

How much time for molding the loaves? 

How much time for rising? 

How much time for the baking? H you 
want to finish the bread by noon, how 
will you plan your schedule of work? 

When you are sure that you have all the 
necessary ingredients and utensils to 
work with and know the process of com- 
bining and baking, proceed with your 
first baking. 

Are the loaves uniform in size and shape? 
Is the crust evenly browned? 
Is the loaf thoroughly baked? 



58 



VOCATIONAL HOME-MAKING EDUCATION 



How should bread be cared 
for after baking? 



What things will you do 

differently in the next 
baking? 

Repeat the baking three 

Is it cheaper to buy bread 
or to make it? 



Is the grain or texture uniform through- 
out. 

Does the bread have a good smell? What 
are the characteristics of a good loaf 
of bread? 2:23. 

How do you think your bread would score ? 

Using the score card in 2:24, ask your 
mother or teacher to help you score your 
best loaf. 

On what points does your loaf score low? 

Can you, by re-reading the reference, find 
out what to do next time to raise this 
score? 

Molds grow on bread which is not prop- 
erly cared for. What conditions are fa- 
vorable for the growth of molds? 1:34, 
2 :i4. 

To prevent these conditions, in what kind 
of container should bread be kept? How 
should this container be cared for? i 134, 
2:14. 

How will you improve your loaf? 

How will you save time? 

After the fourth baking, ask your mother 
or teacher to score your best loaf. Does 
it score higher? 

How much time did you spend in the last 
baking? Are you gaining in speed? 

What is the cost of the ingredients for one 
baking? 

(For equivalent measure of i lb. flour, 
see 2:3.) 

What was the cost of the fuel? 

Note: An approximate cost of running a 
gas or electric oven can be got from the 
companies furnishing these. The amount 
of kerosene or gasoline used can he eas- 
ily estimated by the student. When coal 
or wood is burned and the stove used 
for other cooking at the same time, only 
a part, perhaps half the amount, should 
be charged to bread baking. 

Should any other items be included in the 
cost? 



FOOD PROJECTS 



59 



When is it wise to make 
bread at home? 



Can you make a profit by 
selling homemade bread 
at baker's prices? 



Might bread making be a 
good way for you to earn 
money? 

How much nutritive value 
has bread? 



If you were as skillful as your mother, 
what do you think your time would be 
worth per hour? How many actual 
hours did you spend making bread? Al- 
lowing that your time is worth one-half 
that of your mother's, what did your 
bread cost per loaf? (Note: To calcu- 
late the number of pounds made, see 2 :3.) 

How does this compare with the cost of 
baker's bread? 

Do you think it might ever be advisable 
to buy baker's bread even if bread could 
be made more cheaply in the home? 

Do you think it might even be advisable to 
make bread at home when baker's bread 
can be bought more cheaply? 

After you have gained sufficient skill to be 
able to produce good uniform loaves of 
bread, solicit orders for one or more 
bakings. 

Calculate the cost of the ingredients, the 
fuel and your time at twenty cents per 
hour. 

When you have sold the bread, and paid 
your mother for the fuel and ingredients 
and yourself for the labor, what profit 
is left? 

Can you earn more by doing some other 
kind of work? 



Approximately how much fuel-giving food 
(starch, sugar and fat) is there in a 
pound of bread? 2:3. 

How much tissue-building food (protein) ? 

Of what value to the body is cellulose? 

2:4. 
Of what value are the minerals? 2:4. 
Does bread ground from the whole wheat 

have more of some of these elements? 

1:43- 
Of what special value is the bran? 2:25. 



60 VOCATIONAL HOME-MAKING EDUCATION 

What place in the day's Since the largest part of bread is made of 
food should bread have? cereal, it is classed as a cereal food. 

How much may a man at moderate mus- 
cular work eat in one day? 2:24-5. 
How much does a typical family of 5 
need in a day? 2:24-5. 

Is bread a complete food? Ref. i :45, 2:25. 

What should be served with it for older 
children and adults? 2:25. 

What should be served with it for young 
children? 2:25. 

How generally is bread What grains are used? 

used as the "staff of Is it always raised or leavened bread? 
life" for people of the Ref. 1:5. 

world? 

References : 

1. Farmers Bulletin No. 389. Bread and Bread Making. 

2. Farmers Bulletin No. 807. Bread and Bread Making in the Home. 



IV. CLOTHING PROJECTS 
Clothing Project No. I. Regular Upkeep 

DIRECTIONS for PUPILS 

1. Title and Description: 

a. This project has several purposes. First, you are to acquire 
skills and appreciation in successfully and quickly doing the 
family mending and darning. In addition to this you are to 
learn the advantages and disadvantages of different qualities 
of material. You are also to acquire an appreciation of the 
relation of mended articles to comfort, appearance, and financial 
saving. 

b. You will be expected (a) to collect the materials needed 
for mending and garments; {h) to keep the sewing machine 
in good order; oiled and clean, drawers in order; (c) to close 
the machine and leave the floor clean after you have finished 
your problem. 

2. Suggestions to Pupils : Remember that it will be neces- 
sary for you to ask your mother for a great deal of information 
with reference to pieces which are to be used for patches, how 
to thread the sewing machine and other problems. Try to do 
this asking when it will be the least annoyance to your mother. 
Keep in mind that it is a favor for us to be given this privilege 
of bringing our school work into the home and we do not wish 
to disturb the organization of the home work. This is school 
work and does not relieve you of home responsibilities which you 
may already have. You are given school time for this work. 
However, it will be a great advantage to you to get all of the 
experience which you can whether it comes during your stated 
hours or not. If your brother has torn his shirt or lost buttons, 
mend the rent or sew on the buttons. This will not only be 
experience in performing the act but will also test your speed. 

61 



62 VOCATIONAL HOME-MAKING EDUCATION 

If there is a game waiting you will get plenty of encouragement 
along the latter line. 

All criticisms of your work will be in the most friendly spirit 
and will be given in order that your next attempt may be better, 
quicker and more easily completed. 

We will divide our project into two parts: i. Mending and 
darning children's clothes. 2. Mending and darning the 
family's clothes. 

3. Advantages of the Mending Project: 

a. Why have you selected the mending project? Name two 
main divisions of mending. What are the advantages of mended 
garments? Under what conditions would it be unwise to mend 
garments ? 

b. What are the advantages and disadvantages of mending 
garments before and after laundering them? 

c. What articles would you expect to find most frequently in 
your weekly mending basket? What kinds of repairing would 
this require ? Which of these can we most easily take up for our 
first problems. 

d. For the first problems of your project we shall take up 
the repairing and replacing fastenings — and the plain patch on 
children's clothing that has been laundered. 

GUIDING OUTLINE 

Guiding Questions for Guiding Questions for Studying and 

Planning this Project Understanding this Project 

first lesson 
What kinds of fastenings Buttons and buttonholes, hooks and eyes, 
are used on children's snappers, tape, 

clothes ? 

How should each be ad- Ref. Pictures and directions, 
justed? Patton : Home and School Sewing, p. 127. 

Turner: Sewing and Textiles, pp. 93-94. 
Woolman : Sewing Course, p. 71. 
Hapgood: School Needlework, pp. 61-62, 

Why should we use thim- To protect the middle finger on the right 
bles? Kind? hand. 



CLOTHING PROJECTS 



63 



How is thread numbered? 

What size needle should 

be used with each? 
Position of hands when 

sewing. 
Should we always use hand 

work for mending? 

Why? 
When should we use hand 

work for mending? 



What make of sewing ma- 
chine have you at home? 



Any kind except brass. Preferably closed 

end type. 
Ref. Blair Sewing Books, Book I. 



Description and illustration. Ref. Indus- 
trial Arts Sewing Books. 

No. It takes too much time for plain gar- 
ments. 

On fine outside garments when it is desir- 
able to make the stitches as inconspicu- 
ous as possible. Also in darning when 
the machine darner can not be used. 

If these are represented in the sewing room 
at school, I will teach you how to thread 
them before you leave to-day. If they 
are not represented here, ask your moth- 
ers to teach you how to thread them. 
Each girl is to learn to thread a machine 
and to follow a line with the needle — not 
threaded. 

Assignment for the second day. Sew on 
button and adjust the other fastenings 
which you will find in your home mend- 
ing baskets. After you have sewed on 
the buttons grade your work by the fol- 
lowing score card : 
Position of buttonhole and holes of 

the button 05 

Size of thread used 10 

Number of times thread is sewed 

through the eyes 20 

Distance of button from cloth 

(thread shank) 10 

Where and how thread is fastened.. 20 
Smoothness of material under button 15 

Thread cut 10 

Length of ends of thread 10 

100 

Carefully look through the mending basket 

and fill in the following card : 
Kind of 



64 



VOCATIONAL HOME-MAKING EDUCATION 



What is a patch? 



Upon what does the size of 
the patch depend? 



How should the patch match 
the garment? 

If the garment has faded, 
how can the patch be 
bleached to match it? 

What is meant by warp and 

woof threads? 
What should be the position 

of the warp and woof 

threads of the patch and 

the garment? 
Why? 

How are you going to make 
a plain patch? 



How are you going to fas- 
ten the outside of the 
patch to the garment? 



What to be 
Suggested 
Approved 
Mending done 

SECOND LESSON 

A piece of cloth or other suitable material 
sewed or otherwise fixed on a garment 
to repair or strengthen it — especially on 
an old garment to cover a hole. 

The size of the hole and the condition of 
the material around it. If the latter 
shows signs of breaking it should be re- 
inforced by making the patch large 
enough to cover the weak place. 

Color, quality, and position of the warp 
and woof threads. 

Dampen the new material with water and 
expose it to the direct rays of the sun. 
Or boil it in a weak solution of chloride 
of lime. Rinse in clear water. 

See dictionary. 

The same direction. 



Size and quality of the warp and woof 
threads differ. 

Ref. Household Arts Bulletin, Framing- 
ham Normal School, Framingham, Mass., 
p. 46, 1-6. 

See Federal Vocational Bulletin, No. 23, p. 
30, fig. 19, for illustration. 

Pin in place, then sew with sewing ma- 
chine. Stitch the widths of the narrow 
side of the presser foot from the raw 
edge of the patch. Begin about one inch 
from a corner of the patch. When you 
reach the corners leave the needle in the 
cloth, raise the presser foot, and continue 
sewing. Overlap the stitching one half 
to one inch to fasten the thread. 



CLOTHING PROJECTS 65 

What is the next step? Turn to the right side. Trim out the most 

worn or frayed parts. Cut the corners 
as shown in Federal Vocational Bulletin, 
No. 23, p. 30, fig. 18. Baste this edge as 
shown in the above illustration. Place 
in the machine and stitch close to the 
edge. Fasten this thread just as you did 
on the other side. Remove the basting 
thread. Press the patch if it is on a con- 
spicuous part of the garment. 

How are you going to press Moisten a cloth and rub it over the patch 
the patch? and the wrinkled part of the garment. 

Press with an iron which will not scorch 
the cloth. After you have finished fill 
in the following score card : 

Proportion of patch to hole and worn 

place 20 

Free from scorch 05 

Matching warp and woof threads.. 05 

Even machine stitching 10 

Length of thread ends lO 

Removal of fastenings lO 

Neatly turned under edge 20 

Fastening of thread 20 

100 

For next week's part of your project, you 
are to adjust the fastenings and do the 
plain patching, in addition take up a new 
problem. 

I am in my office from 8 until 9 every Wed. 
morning; do not hesitate to call me or 
come to me about your project. 

Clothing Project No. II. Regular Upkeep 

SUGGESTIONS TO TEACHERS 

I. Assumed Case Basis: This project designed for girls 14-16 
yrs. Family budget usually equals $1200 to $1500. No previous 
homemaking or experience presupposed. Equipment including 
sewing machine furnished by mother. One teacher to 15 pupils. 



66 VOCATIONAL HOME-MAKING EDUCATION 

2. Scope and Character of the Project : The family to consist 
of 5 members — father, mother, 15-year-old daughter who is to 
carry out the project, boy 12 years, daughter 9 years. The 
girl will first do the mending and darning for all three children, 
then the mending and darning for the family. Time : 2 two 
hour periods each week for 4 weeks. 

3. Aims of Project : 

a. Primary : To develop skills and appreciation in success- 
fully and quickly doing the family mending and darning. 

h. Secondary: (a) To develop a knowledge of the different 
qualities of materials, their advantages and disadvantages. (&) 
To give an appreciation of the relation of mended articles to 
comfort and appearance and financial saving. 

4. Teacher's Procedure: 

You should visit the mothers of the girls and secure their 
full cooperation. Make clear to them that your visits are not 
to be social calls but business calls and that you do not want to 
interrupt their work. 

Upon first meeting the class, ask what articles the members 
would most frequently find in mother's mending basket. Make 
a list of these on the board as they are given. What kind of 
mending does each require? Make a list of darning, patching, 
etc., as they are named. 

Which one of these do you think most advisable for us to 
use for our beginning project? Probably all will be suggested. 

By discussing the stitches and skill necessary lead the pupils 
to see that it is better to begin with the fastening adjustment. 

Ask what kinds of fastenings are used on their own clothes 
and on the clothes of other members of the family. Make a 
list of these on the board. The following will probably be sug- 
gested: button and buttonhole, hooks and eyes, snappers, elastic 
bands and tape fastenings. 

Have ready a sample of each of these types and after dis- 
cussing briefly the number and length of thread, size of needle 
and place to wear thimble ask for volunteers to show the class 
how each fastening should be mended or adjusted. If the dem- 



CLOTH IMG PROJECTS 67 

onstrations are not of the approved variety ask if other pupils 
have suggestions. If the right one is not suggested, then dem- 
onstrate for the class. 

Then ask how many think they can do this part of the mend- 
ing for mother. If any one is doubtful of her ability, give her 
individual attention until she gains confidence in herself. As 
sewing machine work is used so largely in connection with mend- 
ing and especially the mending of children's garments, you should 
give a brief lesson— including the threading and treading of the 
machine. Each girl should practice this until she can follow a 
line fairly well. 

The pupils should report to you the second day with a list 
of children's articles found in the mending basket at home. A 
card with the following information will probably be of assistance 
to both you and the pupil. 

Card 

Kind of mending What to be done Suggested Approved by teacher 

A patching problem is almost certain to appear in this list. 
Combine the hand and machine work learned in previous lesson 
on this new problem. With printed directions the pupils should 
be able to proceed without further assistance. As the pupil is 
able to take up new problems the directions should be given to 
her. After the first problem is learned, the second problem should 
then be taken up, etc., until all of the mending for the children 
is done. Then include the adult mending to make the problem 
of family size. You should visit the girl in her home while she 
is working on her project. If any part of the work is well done, 
do not fail to mention the fact. For the less satisfactory parts 
ask, " Do you think you could make this less clumsy ? with a 
shorter stitch, etc.?" Bring in your personal experience by 
such remarks as : "I have found it easier and quicker to sew 
if I hold my needle this way." 

The following list includes the types of work which every 
girl should be able to do : 

a. Darning stockings, knitted underwear, silk gloves, mittens, 



68 VOCATIONAL HOME-MAKING EDUCATION 

sweaters, woolen cloth snags, scarfs, mufflers. Also the patching 
of stockings and knitted underwear. 

b. Mending rips in seams, hems, coat linings, and gloves. 

c. Remaking and adjusting of hose supporters. 

d. Use of mending tissue on woolen cloth. 

5. Projects: 

a. Set-in patch — used for extra nice patching, especially for 
matching designs of silk dresses, etc. 

b. Gusset patch — mending butterfly sleeve or enlarging regu- 
lation armhole. 

c. Occasional larger repairs and minor remaking — letting down 
hems, new bands and cufifs. 

d. Relining of coats and jackets. 

e. Special mending on table linen, lace curtains. 
/. Mending laces, embroidery, fine dresses. 

g. Joining and darning by means of net background. 
/;. Binding, tieing and repairing of rugs. 
/. Cleaning, removing stains and pressing. 

References : 

Baldt. Clothing for Women. 

Woolman and McGowan. Textiles. 

Kinne and Cooley. Textiles and Clothing. 

Federal Vocational Education Bulletin. Clothing for the Family. 

Clothing Project No. III. Family Mending 

SUGGESTIONS TO TEACHERS 

1. Assumed Case Basis: 15 young women, 18-23 years, have 
been wage earners since 14. Nationalities: Poles, Russians, 
Mexicans. Electing vocational homemaking course in expectancy 
of being homemakers. No previous practical experience or tech- 
nical education. Live in mining communities, houses detached, 
low home standards. The problem here is one of how to spend 
money to a better advantage. 

2. Assumed School and Home Conditions : Moderate school, 
home and neighborhood facilities. One teacher to 15 girls, all 
phases of homemaking, small demonstration laboratory. Poorly 



CLOTHING PROJECTS 69 

equipped homes, reading matter limited. Program of projects 
for 3 months' school, 75 days of 8 hours each. Home and neigh- 
borhood cooperation possible. 

3. Scope and Time of Project : Assume a family of 2 adults, 
2 boys in teens, 2 children at day school, i child of 3. Three 
hours per week for 4 weeks, first work brought from home, 
afterwards done in own home and neighbors' homes as well. 

4. Aims of Project: 

a. Primary : To develop skill and experience in repairs and 
minor remodeling. 

h. Secondary : To develop technical knowledge as related to 
this work, to give an appreciation of neatness and working abili- 
ties, to give appreciation to certain economies in buying. 

5. Teacher's Procedure : You will need to assume that these 
girls know little or nothing of mending. Because of this you 
will need to make a careful approach. This girl has brought 
her basket of mending from home. Go over this basket and 
choose the easiest work. The work will probably group itself 
as : button and buttonholes, seams and hems ripped, patches 
to be applied, etc. 

a. With the sewing on of buttons remember (a) the kinds 
of buttons and service to be rendered; (&) thread and needle 
necessary; (c) method of sewing buttons on. 

h. Look over buttonholes ; some need slight repairing, others 
more. Show how to fortify ones when pulled out of shape, 
finish by use of machine. 

Before leaving give pupil illustrated booklet showing how to 
sew on buttons and make buttonholes or repair them. Three 
hours time to be given to this work before next conference. In 
like manner continue the work. 

6. Concrete Stages of This Project: 

a. Sewing on of buttons, going over buttonholes. 
h. Making of patches (set on) overalls, knit underwear, mus- 
lin garments. 

c. Patches on gingham dresses (to match plaids). 

d. Patching coat and trousers (mending tissue). 



70 VOCATIONAL HOME-MAKING EDUCATION 

e. Darning hose or socks, sweaters, woolen garments. 
/. Adjusting hems to women's or children's dresses. 
g. Remodeling children's dresses or rompers from men's 
shirts. 

7. Topics for Discussion : 

0. Need of repairing of clothing. 

h. Condition of present markets for textiles. 

c. Standards to observe when buying ready-made clothing. 

d. Study of textiles, cotton, linen, wool, silk. 

e. Renovating of silk, wool. 
/. Adulterations of textiles, 
g. Test (home) for fibers. 
h. Household mending. 

References : 

Turner. Sewing and Textiles. 
Fuller. Constructive Sewing Book. 

Clothing Project No. IV. Family Mending 

DIRECTIONS FOR PUPILS 

1. Title and Description: You are expected after suitable 
arrangements have been made and approved by teacher to do 
a part of the family mending, as outlined in this bulletin, for 
one month. In connection with this you will be expected (a) 
to do this work in a systematic way (some mending will need 
to be done before laundering and part afterwards) ; [b) to keep 
record of time needed to do mending each week and thus be 
able to estimate time necessary for average; (c) to keep mending 
basket and materials in orderly manner. 

2. Suggestions to Pupils: In the first place this project has 
several purposes. You are expected to acquire skill and method 
in doing the family mending. In the second place you are ex- 
pected to learn a number of important facts — principles as to 
textiles, etc. 

a. Even if you are receiving a small wage from parent or 
neighbor for this work, never forget that she is rendering a 
favor in permitting you to use her home and equipment as 



CLOTHIXG PROJECTS 



71 



a place to learn homemaking. Consult freely with her about 
your general plans and about all details later. As Monday is 
wash day, pieces to be cared for before laundering must be 
looked after before the last minute. As a project worker you 
must not object to this, but must adapt your plans to it. At 
no time should any change in plans be made until after you have 
consulted and secured the hearty approval of the homemaker. 

h. In every way try to arrange to make plans for each general 
and each specific stage of your project before you come to it, 
and to discuss these with me. Often these plans will be 
in writing; again in answer to questions found in this booklet. 

c. Should you foresee difficulty, as in repairing a buttonhole 
or darning a snag in a coat, bring it to me and together we will 
work it out. 

d. Plan your work and work your plans. Never keep any one 
waiting. 

GUIDING OUTLINE 



Guiding Questions for 
Planning this Project 

1. What garments are usu- 
ally found in the mend- 
ing basket? 

2. Why should you mend 
garments ? 



3. When shall you mend ? 



4. What mending can j'ou 
begin with? 



Guiding Questions for Studying and 
Understanding this Project 

1. Men's shirts, overalls, underwear, socks, 
woolen coats, trousers. 

2. Women's underwear, dresses, hose. 

1. What can you do to make garments look 
more attractive? 

2. What reasons can you give for learning 
to mend ? 

Ref. Constructive Sewing, Bk. I, p. 75. 
I. Should garments be mended before or 
after laundering? Give reasons. 
Ref. Sewing and Textiles, p. 181. 

Constructive Sewing, Bk. I, p. 75. 

I. Sew on buttons, 

a. What kind of buttons are used for un- 
derwear, dresses? 

b. What kind of thread should you use? 

c. How should you sew on buttons with 2 
holes? With 4 holes? 

Ref. Constructive Serving, p. 68. 

d. If cloth under buttons is pulled out, how 
should this be strengthened? Ref. Sew- 



72 



VOCATIOXAL HOME-MAKING EDUCATION 



S. What kinds of patches 
are there for working 
clothes ? 



6. How is a hemmed patch 
made? 



7. How is stitched patch 
made? 



8. What patching can you 
do to outer garments? 

9. What points must be 
considered when mending 
these garments ? 



tng and Textiles, p. 93-4, A Sewing 
Course, p. 71. 

2. How do you make a buttonhole? Con- 
structive Sewing, Bk. I, p. 65-8. 

3. Repair buttonholes. 

a. li stretched out of shape, how can these 
be repaired? 

b. If torn, how would you repair? 

c. When can one use sewing machine for 
such repairs? Use them on garments 
such as underwear, overalls, etc. 

1. Kinds of patches (a) hemmed patch, (b) 
stitched patch. Ref. A Sewing Course, 
p. 91-93. Constructive Sewing, Bk. I, 

P- 75-7- 

2. What garments would need hemmed 
patch? stitched patch? Ref. Construc- 
tive Sewing, p. y6. 

1. How would you prepare the garment? 
Ref. Sezmng and Textiles, p. 52. 

2. What should be considered when apply- 
ing the patch? (a) shape, (fc) size. 

3. What side of garment is patch applied? 

4. If goods have stripe or plaid what care 
should be employed? Why? 

5. Why should it be carefully basted? 

6. How should this patch be sewed on? 

7. What care should be used in the corners? 

8. If garment is faded what should be done 
to the patch? Ref. Sewing and Textiles, 
p. 52. Constructive Sezving, Bk. I, p. 
75-6. 

1. How do 3'ou prepare the garment? Ref. 
Sewing and Textiles. 

2. How do you prepare the patch? 

3. Why should this be carefully basted? 

4. How is this patch then finished? 

1. How should you patch a boy's trousers? 

2. How can mending tissue be used? 

3. When is it preferred to patching? 

I. Points to be remembered: (o) Strain 
upon it; {b) how protect; (c) best 
methods to use; (d) materials to use. 



CLOTHING PROJECTS 



73 



10. What steps should one 
take before beginning to 
darn? 



How would you darn a 
stocking ? 



12. What are the character- 
istics of a good darn? 



1. Why do we usually darn after launder- 
ing? 

2. How would you prepare the hole? 

3- What shaped hole is better to darn? 
Ref. A Sewing Course, p. s6. 

4. What care should you take when choos- 
ing the needle and thread for darning 
project? 

1. What threads are run in first. Ref. Con- 
structive Sewing, Bk. I, p. 80. 

2. How far should you run back of hole 
and why? Constructive Sewing, Bk. I, 
p. 79-80. 

3. What should be done to prevent a ridge 
around the hole? 

4. When shall you begin to insert the filling 
thread? 

5. What precautions must be taken when 
filling the hole? 

6. Do you knot the thread? How fasten? 
Ref. Sewing and Textiles, pp. 49-51. 
Constructive Sewing, Bk. I, p. 78-80. 

1. How does your darn compare with the 
models? 

2. What would you do to improve next 
time? 



13. What other garments 
can be so mended? 



M 



1. How would you darn a boy's coat and 
trousers or snag in woolen dress? 

2. Could this method be used in darning 
snags in sweaters? Ref. A Sezving 
Course, pp. 92, 97, 87. 

How would you rip the hem? 

How would you determine whether it 

was straight around the bottom? 

When would you face a skirt? hem it? 

How wide must either be? 

Which is advisable here? Ref. Serving 

and Textiles, p. 14. 

References for Further Reading: 

Gibbs. Household Textiles. 

Turner. Sewing and Textiles, pp. 27-48, 61-91, 115-126. 

Fuller. Constructive Sewing, Books i, 2, 3, 4. 



How would you length- 
en a dress? 


I. 
2. 




3. 

4- 

5- 



74 VOCATIONAL HOME-MAKING EDUCATION 

Clothing Project No. V. Family Mending 

SUGGESTIONS TO TEACHERS 

1. Assumed Case Basis: A group of 12 girls, 17-24 years, at- 
tending a five months' homemaking school continuously from 
Oct. I to March i. All have 8th grade education, some have 
attended high school. 

Homes : in rural districts either on farms or in or near very 
small towns 300-1200 in population. The family incomes are 
difficult to estimate, but estimated expenditures are $900 to 
$1200. All are engaged in farming, the mother and daughters 
working continually in the home and occasionally assisting with 
heavier work. Home training: the girls are all familiar with 
household routine and are capable of doing a great deal of 
work; their need is for better methods, skill in management and 
care for details. 

2. Expectations: Married at 19-25 years; four children at 30-35 
years. Home on a farm or in small community with farming in- 
terests adjacent. Estimate expenditures, $700-$iOOO per year. 

3. Aims of Project : 

a. To develop skill and dispatch in the repair of clothing. 

b. To develop an economical and conservative attitude toward 
the clothing problem. 

4. Scope of Project: 

a. Regular repair of family clothing, large bulk that of small 
children. 

b. Occasional larger repairs and minor remaking. 

c. Repair of special articles, table and ornamental linens, etc. 

d. Special job work on special garments, an elaborate dress 
or suit. 

e. Repair of miscellaneous household articles, rugs, curtains, 
etc. 

/. Stockings and gloves, darning and mending. 

(Any unit or group may be selected according to the desire 
and ability of the girl. An effort will be made to direct her toward 
the jjrojects most needed.) 



CLOTHING PROJECTS 75 

5. Assumed Facilities for carrying out Project: Work will 
be done in homes of the college community adjacent, where a 
willing cooperation will be found. 

6. Time Requirement for Projects (probably 2). 

a. Two hours, three times per week in home for 3 weeks. 

b. Two hours, two times per week at school for 3 weeks, the 
time at school to be spent in consultation and practice with 
teacher and class discussion of related technical work. 

7. Procedure for carrying out Unit No. i. (At present there 
is no printed material available for use directly upon this subject, 
so that knowledge of it must be developed and given by teacher. 
However, a great deal of supplementary reading may be found 
for related technical work.) 

a. The first day teacher will meet students and explain repair 
projects and their importance. Each girl will be given some 
work to do in preparation toward going into homes and to test 
ability for various jobs. Assignments are made for reference 
readings. Projects in simple garment making have preceded the 
repair projects so that students are prepared for the mending 
of garments. 

b. Each girl will select her particular project and make plans 
for carrying it out. The various homes in which work may 
be done will have been previously secured by the teacher. The 
scope of the projects may be arranged to meet the supply, which 
will probably be ample. 

c. Girls go to respective homes and begin work. 

d. Teacher visits each girl in home once during the first week, 
to give any help that is needed and to look over work that is 
finished. The girls have the privilege of coming to the teacher 
for advice at any time. 

e. Class meets for conference and discussion and to report on 
readings (Monday of 2nd week). 

/. Proceed with work in homes. 



76 VOCATIONAL HOME-MAKING EDUCATION 

g. Meeting for discussion and report of readings, more read- 
ings assigned (Thursday of 2nd week). 

h. Teacher visits each girl once during 2nd week. 

i. Third week will proceed as second. 

8. Related Technical Knowledge. Readings to be assigned 
during progress : 

a. The economics of purchasing: quality vs. quantity. 

h. Homemade vs. ready made garments; advantages of each 
and wisdom of buying or making from standpoint of upkeep 
as well as time making. 

c. The Consumers' League, its standards and methods of 
operation. 

d. The manufacture of stockings' — reasons for longer wearing 
qualities — wastefulness of cheap stockings. 

e. Varieties and better qualities of different garment fasteners, 
hose supporters, etc. 

/. Mending tissue, its use and manufacture. 
g. Economy of mending, cost of repairs vs. cost of new gar- 
ments. 



V. HOUSE CARE PROJECTS 
House Care Project No. I. Care of Girl's Room 

SUGGESTIONS TO TEACHERS 

1. Assumed Case Basis: Girls 14 years of age and over, of 
upper grammar grades. Average southern home in a town of 
less than 12,000, salary varying from $1,200-$ 1,800, girl occupies 
separate room. Parents live in detached house, not an apart- 
ment. No previous home experience or experience in out-of- 
home work. Probable age of marriage, 22-26. Prospective home 
standards, $900-$!, 200. 

These girls must be taught to dignify housework and labor 
as a part of white people's labor and not think in terms of 
colored labor entirely. 

2. Assumed School Conditions : 2 hours each day for 2 weeks. 
Not more than 15 in class. 

3. Aims of Project: 

a. Primary: To teach the girl skill in the proper upkeep 

of her room. 

b. Secondary: To give sufficient technical knowledge and 

cultural insights that the girl may more fully appre- 
ciate the real value of her room. 

4. Scope and Character of Project: 

a. Care for the room involving: (a) Care of bed and 

making of bed. (b) Cleaning of room, (c) Ven- 
tilation of room, (d) Dusting of room, (e) Care, 
order and arrangement of closet and bureau drawers. 

b. Furnishings of room, involving careful investigation 

and thorough study as regards it: (a) Arrangement. 
(b) Essential articles, (c) Suitability of styles, (d) 
Appropriate decorative features, (e) Renovation of 
each. 

77 



7© VOCATIONAL IIOME-MAKIXG EDUCATION 

References : 
Red Cross Manual. 
Any of the books on the Care of the House. 

House Care Project No. II. Care of Girl's Room 

DIRECTIONS FOR PUPILS 

1. Title and Description: This project takes up the care of 
your room at home. You will be expected, after desirable 
arrangements have been made and approved by me, to under- 
take the keeping of your bedroom. In connection therewith you 
will be expected to care for the room as regards (a) care and 
making of bed; (b) cleaning, (c) ventilation, (d) dusting, (e) 
care, order, and arrangement of closet and bureau drawers, and 
to make a careful investigation as well as to gain knowledge, 
through practical application of furnishings as regards (a) 
arrangements, (b) essential articles, (c) suitability of styles, 
(d) appropriate decorative features, and (e) renovation of each. 

2, Suggestion to Student : This project on the care of the 
room has been selected as a very desirable one because every 
girl should know how to keep her room neat and attractive and 
restful with as little labor and in as short a period of time as 
possible. In addition to this practical work called for, you will 
want to do reading and extra work on the outside so as to gain 
insight into materials and furnishings, for example, (a) mat- 
tresses, (b) rugs, (c) furniture, (d) draperies, etc. 

Perhaps after you have kept your room nicely for two weeks 
some member of the family will let you take care of her room. 
Here, of course, you would have to remember that you are 
no longer in your own room and that keeping this room will 
be quite olifferent. 

You must keep in mind, also, that you can do this work only 
with your mother's consent. Therefore you must accommodate 
your plans to those of mother's and let her be your adviser. 
Keep in mind, also, that you must not antagonize the colored help. 
Rather, gradually become their teacher and help them to improve 
their ways. 



HOUSE CARE PROJECTS 79 

In selecting this project you must not undertake at once to 
make radical changes in your room. You should plan to use 
what you have to the best advantage rather than to bring in the 
new. After all, the old things properly arranged and cared for 
are more effective and have more sentiment attached to them 
than the new. 

3. Advantages of the bed as the first piece of work to begin on : 

a. Every girl has a bed in which to sleep and certainly she 
should learn as soon as possible how to care for it. 

b. The bed is made the same from day to day. 

c. No interruptions will be encountered while working upon 
or making the bed. 

d. The work can be done in a short time and someone else's 
time saved, which can be used for another purpose, perhaps to 
better advantage. 

e. There is much interesting and entertaining material at hand 
for reference reading. 

GUIDING OUTLINE 
Guiding Questions and Guiding Questions for Study in 

Suggestions in Plan- Making Bed 

NiNG Project 

1. When will you make the I. Why should the mattresses be turned? 
bed? Ref. Ref. How? Ref. Should the girl un- 
dertake to turn it alone? Why not? 
Ref. What is the best kind of a mat- 
tress to use? Ref. (Each girl will have 
the opportunity to study the various 
kinds and the manufacture of mattresses 
in class and in shops.) 

2. When will you ventilate 2. Why should the protector or pad be 
the room? Ref. Air the used on the bed? Ref. What are pro- 
bed? Air the bed-clothes tectors made from? Ref. Why should 
out of doors? Ref. they be made just the size of the mat- 
tress? Ref. What substitute can be 
used for the commercial protector? Ref. 

^. How much time will you 3. How should the under sheet be placed? 

allow yourself for this Why have the wrong side toward the 

work each day? For mattress? Ref. The lengthwise fold 

reading? down the center of the bed. Ref. The 



8o VOCATIONAL HOME-MAKING EDUCATION 



wide hem at the head of the bed. Ref. 
How shall the extra length of the sheet 
be disposed of? Ref. Why draw to 
free the sheet of wrinkles? Why tuck 
in under mattress at sides? Ref. What 
is meant by mitered corners? Ref. 
Why must sheet be turned in at head 
and foot. Ref. 

Additional reading: From what mate- 
rials are sheets made? Ref. How long 
is the under sheet usually? Ref. How 
wide? Ref. 

4. How should the upper sheet be placed? 
Ref. Why have top of sheet even with 
head of mattress? Ref. Why have 
wide hem at top or head of bed? Why 
will right side be towards mattress? 
Ref. Where will the lengthwise fold 
come? Will extra length of this sheet 
be disposed of the same as the under 
sheet? Why? Ref. 

5. How will the comforter or blanket be 
placed? Ref. Do you prefer a blanket 
quilt or comforter on your bed? Why? 
Ref. Extra reading : How are beds 
made? Where manufactured? From 
what materials, etc. Ref. 

Why have open end of blanket at head 
of bed? Ref. Why will you not bring 
blanket to the head of the mattress? 
Ref. Will you have equal length over- 
hanging both sides of bed? Why? Ref. 
How will the extra length be disposed 
with? Ref. Why is the top of sheet 
folded down over the end of the blan- 
kets? Will you want to do this? Ref. 

6. How shall the spread be placed? Why 
will the spread be placed like the upper 
sheet? Ref. Is there any difference at 
all in placing? Ref. When will you 
allow the extra length to hang? To be 
tucked under? What are the advantages 
of each method? Disadvantages? Ref. 



HOUSE CARE PROJECTS bl 

Extra reading: What can be used in 
place of spread? Ref. What have our 
grandmothers used? Ref. Who made 
them ? Ref. 

7. How will the pillow slip be put on? 
Ref. Why thoroughly open pillow slip? 
Why hold pillow under the chin or on 
knee instead of between teeth when put- 
ting on slip? Ref. Why fit seam to 
seam and corner to corner and shake 
down feathers well when placing on slip ? 

Extra reading: Of what are pillows 
made? Ref. How should pillows be 
placed on bed? Why have pillows stand 
evenly and smoothly against head of 
bed with the open ends of slips out? 
Ref. Do all people arrange them that 
way? Ref. What is often used in place 
of pillows during the day? Are they 
practical? Ref. 

8. How do you prepare the bed for occu- 
pancy? Why do you remove the spread? 
How? Ref. How do you fold the cov- 
ers back when one person is to occupy 
the bed? Two? 

9. How do you air the bed? Ref. Why 
do you air the bed? When? Give di- 
rections for doing this. Ref. In case 
of dampness outside how do you air the 
bed? Ref. 

10. What is the bar? How should it be 
arranged? Is it better than screens? 
Give advantages and disadvantages of 
each? Ref. Why should they be 
washed frequently if used? Ref. From 
what materials are they made? What 
do they cost? Ref. Where did they 
originate? Ref. How do you mend a 
rent in the bar? What other material 
would you mend like it? Ref. 



52 VOCATIONAL HOIME-MAKING EDUCATION 

House Care Project No. III. Daily and Weekly Care 
OF Bathroom 

SUGGESTIONS TO TEACHER 

1. Assumed Case Basis: Girls aged 14-16, of suburban fami- 
lies, home standards $i,50o-$2,ooo per year, electing vocational 
course in expectancy of being house daughter, mother's assistant 
or domestic. No previous practical experience or technical 
education. 

2. Assumed School and Home Conditions: One teacher to 15 
girls, all phases of homemaking, small demonstration apartment, 
abundant reading, 15 hours weekly for non-vocational subjects, 
10 hours weekly for conference and related technical subjects, 
16 hours weekly at home for project execution. Home coopera- 
tion assured. Detached house and separate bathroom assured. 

3. Aims of Project: 

a. Primary : To develop skill and experience in caring for 
bathrooms. 

b. Secondary : To develop technical knowledge of sanitary 
facts and principles. To develop sufficient knowledge of con- 
struction of plumbing fixtures to clean traps and repair leaky 
faucets. 

c. Incidental : To give appreciation of habits of neatness, of 
working abilities; to give appreciation of well ordered medicine 
cabinet and well furnished or equipped bathrooms; to give 
appreciation of city's sanitary code. 

4. Scope and Time of Project: Assume family of 5, 2 adults 
and 3 children (girl in high school, 2 boys of 10 and 7 years). 
One bathroom in house used by entire family. Bathroom is to 
be cared for for a period of 18 days including 3 weekly cleanings. 

5. Procedure Recommended to Pupil : Preparatory — Assemble 
data as to when bathroom is cleaned each day and when weekly 
cleaning is done, the cleansing agents and tools used. 

Prepare written plan for daily care of bathroom, for weekly 
care of bathroom. Both plans to be approved by teacher. Read 
the related readings of reference and submit weekly report, also 
detailed reports of any special happenings. 



HOUSE CARE PROJECTS 83 

6. Teacher's Procedure: After girl has selected project 
(teacher approving in light of home conditions) and prepared 
plan, arrange with girl for individual conferences. Teacher 
should visit home 15 minutes after start of project on 3rd day 
and on first weekly cleaning day ; again about the 8th or loth 
day to test speed and skill of project and on third weekly clean- 
ing for same purpose. 

7. Related Technical and Social Studies : Booklet in hands 
of pupils contains references to readings by pages as to: (a) 
Plumbing in relation to the home, (b) Disinfectants and fumi- 
gants. (c) Heating and lighting. (d) Water supply, (e) 
Sewerage. (/) Vermin, (g) Cleansing agents, (h) Bathroom 
floor and wall finishes, (i) Bathroom habits as an index of 
refinement, ideals and right living. (;') Appropriate fixtures, (k) 
Ventilation. (/) Efficient arrangement of furniture and fittings. 

8. Derivative Studies, Readings, Reports: (a) Public bath- 
rooms, (b) Sanitary code of city, (c) Bathroom closets, stor- 
age, etc. (d) Bathroom furnishings, (e) Duties of city plumb- 
ing inspector. 

References : 

Talbot. House Sanitation. 

Broadhurst. Home and Community Hygiene. 

Balderston. Housewifery. 

Buchanan. Household Bacteriology. 

Richards. Cost of Cleaning. 

MacLeod. Handbook of Cleaning. 

Cosgrove. Principles and Practices of Plumbing. 

Winslow. Sewerage Disposal. 

Wood. Sanitation Practically Applied. 

Herring-Shaw. Domestic Sanitation and Plumbing. 

Harrington. Practical Hygiene. 

Lawler. Modern Plumbing, Steam and Hot Water Heating. 

Butler. Household Physics. 

Clark. The Care of the Home. 

Kinne and Cooley. Shelter and Clothing. 

Kinne and Cooley. The Home and the Family. 

Wadhams. Simple Directions for the Chambermaid. 

City Ordinances, By-Laws, and Regulations. 



84 VOCATIONAL HOME-MAKING EDUCATION 

House Care Project No. IV. Care of Bathroom 

SUGGESTIONS TO TEACHERS 

1. Assumed Conditions: Girl, age 14 years or more, first year 
high school, electing vocational course with expectation of being 
home assistant in own home or another's home. Slight previous 
experience because of lack of time with school duties rather 
than from any lack of desire or interest. Home standards, 
$i,200-$i,8oo per year in city environment with separate house, 
suburban section. Probable age of marriage 22-25 years. Pros- 
pective home standards, $i,ooo-$i,200. 

2. Time : 

One-half hour each day for 2 weeks (average home practice). 

One-half hour each day for 2 weeks (related material and 
conference). 

One-half hour each day for 2 weeks (related material and 
conference). 

Note: This project may be carried with one other, such as bedmaking, 
care of house linens, care of child, etc. 

3. Aims of Project: 

a. Primary: To develop skill and give experience in daily 
and semi-weekly care of bathroom. 

b. Secondary : To develop technical knowledge of materials, 
disinfectants and cleansing agents that may be employed to do 
this work most effectively. 

c. Incidental : Relation of this work in the home to larger 
problems of public health, sanitation, transmission of disease and 
precautions necessary where interests of large groups are at 
stake. 

4. Scope and Character of Project: 
a. Care for the room involves : 

(i) Thorough washing of basin, toilet and bath. 

(2) Wiping of floor daily with damp cloth and semi- 
weekly scouring with soap and water. 

(3) Putting medicine closet in order. 

(4) Wiping of mirror, windows and window ledges. 



HOUSE CARE PROJECTS 85 

(5) Weekly cleaning of radiator or register. 

(6) Replenishing of soap, towels and toilet paper. 

(7) Removal and proper disposal of soiled linen. 

(8) Special care of basin and toilet, with frequent use 
of disinfectants, during illness in the home. 

b. Furnishing of room involves examination of bathroom fur- 
nishing in girl's home and reference work by topics regarding: 

(i) Essential articles. 

(2) Materials used in manufacture (sanitation). 

(3) Heating, lighting, ventilation and type of plumbing 
used. 

(4) Contents of medicine cabinet. 

(5) Kinds of cleansers used for enamel, metals, wall sur- 
face, floor, etc. 

(6) Kinds of disinfectants, deodorants, fumigants, avail- 
able and relative cost and effectiveness of each. 

(7) Special study of soaps for bath, facial or scouring 
purposes. 

(8) Separate racks for towels, etc., of each member of 
family. 

c. Health and disease : 

(i) Relation of personal hygiene to public health. 

(2) Relation of contagion from colds and children's ail- 
ments to health of family group. 

(3) Special care of convalescent or chronic cases of com- 
municable diseases in cases where the sick person re- 
mains in the house. 

5. Suggestions to Teacher: 

This project can and should be kept very simple for the be- 
ginner, but can be enlarged upon as time, opportunity and interest 
permit. 

Close cooperation with house conditions must be assured from 
the beginning — student should be encouraged to study home bath- 
room furnishings with a view to introducing such minor changes 
as her resourcefulness may suggest without great expenses, but 
she should be discouraged from expressing large criticisms with- 
out large experience to back her. Her critical attitude may force 



86 VOCATIONAL HOME-MAKING EDUCATION 

family to try to change their habits and this will break the thread 
of interest and cooperation necessary. 

School lavatories or practice house bathroom may be used by 
teacher to demonstrate any point of the work necessary. Other 
equipment necessary might include various kinds of cleansing and 
disinfecting reagents for comparison in class work. Also cloths, 
brushes, mops, etc., useful in doing effective work. 

References : 

Balderston. Houscivifcry. 

Broadhurst. Home and CoiiniiiDiify Hygiene. 

House Care Project No. V. Care of Bathroom 

DIRECTIONS for PUPILS 

1. Title and Description: This project is known as care of 
bathroom in a detached house having but one bathroom used by 
all members of the family. You will be expected, after suitable 
arrangements have been made and approved by the teacher, to 
undertake the daily and weekly care of the bathroom for eighteen 
days, including three weekly cleanings. In connection therewith 
you will be expected to (o) buy the necessary cleansing agents 
and supplies not already purchased by the housewife; (b) weigh 
or measure those on hand from which you expect to use ; (c) keep 
proper record of cleansing agents of supplies purchased or used 
from those on hand, and of those turned back at the close of the 
project, together with a statement of cost values; (d) keep 
tools and equipment in good order during the progress of the 
project. 

2. Purpose of Project: You will be expected to (a) become 
fairly competent in care of bathroom; (b) learn a number of 
sanitary facts and principles; (c) learn enough about the con- 
struction of plumbing fixtures to clean traps and to repair leaky 
faucets; (d) learn something of keeping household accounts; 
(e) learn something of how your city protects the health of its 
citizens. 

3. Even if you are receiving a small wage from your parents 
or others for this work, never forget that they are rendering a 



HOUSE CARE PROJECTS 



87 



fav(jr in permitting you to use their home and equipment as a 
place to learn homemaking. Usually the housewife (your mother 
or mistress) has final responsibility for running the house. There- 
fore consult her freely about your general plans and about all 
the details later. Never forget that you must fit the hours and 
other necessities as well as conveniences of the family. You 
may wish to rearrange or to change some of the bathroom furnish- 
ings, but you are not justified in doing this without the hearty 
consent of the housewife. 

4. In every way try to arrange that you make plans for each 
general and for each specific stage of your project before you 
come to it, and that you discuss these with the teacher. Ordin- 
arily these plans should be in writing, frequently in answers to 
questions found in leaflet. If you anticipate difficulty in any 
particular activity, suggest to your teacher the desirability of 
trial experiment in the school apartment ; always consult your 
teacher first. 



GUIDING OUTLINE 



(jUiding Outline for 
Planning 

I. What care does the bath- 
room receive each dav? 



Guiding Outline for Study 

1. Secure from housewife information as 
to customary week day care, Sunday 
care, and weekly cleaning. 

2. \Vhat amount of time does housewife 
give daily to the bathroom? 

3. How much time is set aside for its 
weekly cleaning? 

2. What general plans will i. At what time of day will you care for 
\ou make for your first this room? 

day's care? 2. How will you dress for this work? 

a. Wli}' should you wear an apron and 
dust cap? 
3. What tools will you need? 

a. What kinds of cleaning cloths are 
needed ? 

b. What should be used for dusting the 
floor? 

c. What are the advantages of specially 
prepared floor mops? 



88 



\OCATIUXAL HOME-MAKING EDUCATION 



d. What may be used in place of a mop? 
Ref. 

e. What cleansing agents will you need 
for cleaning tub and basin each day? 
Ref. 

4. Write your plan for your daily care, 
telling just what you will do and what 
cleaners and tools you will use in clean- 
ing tub and basin. 



3. What changes will you 
make in your second 
day's plan? 



1. What can you do better the second day 
than you did the first? Ref. Note. — 
All through this project try to make each 
day's work better than the preceding 
ones and wherever you can do things 
in an easier but efficient way, do so. 

2. How will you clean the basin? The 
tub? The toilet? Ref. 

3. What can you use other than soap or 
water for cleaning the tub? Ref. 

4. Why should we never use a gritty or 
scratchy cleaner? Ref. 

5. How does the cleaning of the flush closet 
differ from the cleaning of the tub and 
the basin? Ref. 

6. What is a disinfectant? Ref. 

7. Why should we use disinfectants? Ref. 

8. What will you do with soiled towels and 
wash cloths ? 

9. How shall you leave the window of the 
bathroom when you are through? 

ID. Why is ventilation important? 



4. What should you know 
about some of your tools 
and cleaners? 



1. Study by observation, reading and in- 
quiry the varieties of brushes and 
brooms in general use for cleaning pur- 
poses, (a) Alake a list of them, (b) 
List the advantages and disadvantages 
of each. 

2. What kind of a dust pan do you use? 
(0) What is the advantage of a narrow 
cover at the handle side of the dust 
pan? (b) What is the advantage of a 
long handle to your dust pan ? 



HOUSE CARE PROJECTS 



89 



5. What general plans will 
you make for your first 
weekly cleaning of the 
bath room? 



3. What may be used as cleaning cloths? 

(a) Why should we avoid using linty 
cloths in cleaning, (b) Why should the 
cloths we use in cleaning the floor be 
heavier than those we use for cleaning 
the basin and the tub? (c) What are 
the advantages and disadvantages of us- 
ing a sponge? Ref. 

4. What kinds of dusters are used? (a) 
Why should dust cloths be hemmed? 

(b) How large should dust cloths be 
made? (c) What are the advantages 
and disadvantages of " dustless " dust- 
ers? (d) What are the advantages and 
disadvantages of using dust cloths made 
of old cloth? Ref. 

5. Visit the house furnishing departments 
of the large department stores to learn 
about labor saving devices that can be 
used in caring for bathrooms. 

1. What articles will you dust and remove 
from the room? 

2. What articles will be dusted after the 
room is swept and scrubbed? 



6. What are the dangers of 
dust? 



1. W'hy should we keep down dust? Ref. 

2. What diseases are spread by dust? Ref. 

3. Are there any preventive measures for 
lessening the dangers of dust? Ref. 



7. How shall you clean the 
faucets and handles? 



1. Of what are the faucets of the tub and 
basin made? Ref. 

2. What can you use to clean and polish 
them? 

3. Of what are the handles of the doors, 
flush closets and other articles in the 
bathroom made? 

4. How will you clean them? Ref. 

5. What sanitary reason is there for clean- 
ing the faucets and the handles? Ref. 



8. How shall you clean the i. What materials are used in making cloth 
clothes hamper? hampers? Ref. 

2. What shall you use to clean the hamper? 



90 VOCATIONAL HO:\I F.-.M AKING EDUCATION 

9. What shall you do to i. What is the floor covering of the bath- 
clean the floor? room you are caring for? 

2. How will you clean it? 

3. What other floor coverings do we find 
in bathrooms? (a) List the advantages 
and disadvantages of each. Ref. 

10. How shall 3^ou clean the i. What is the wall covering of the bath- 
walls? room you are caring for? 

2. Will you use a brush or a cloth to clean 
it? 

3. Give reasons for your choice? 

4. Could you use the vacuum cleanef ? (a) 
List the advantages of using a vacuum, 
(b) Are there any disadvantages? 

5. Study by observation, reading and in- 
quiry the different materials used for 
wall coverings in bathrooms, (o) List 
the advantages and disadvantages of 
each. Ref. 

11. How will you arrange i. How were they arranged when you took 
the bathroom furnish- charge of the room? 

ings? 2. Do you consider this a good arrange- 

ment? 

3. Give reasons for your answer? 

4. Study by observation, inquiry and read- 
ing different bathroom furnishing. 

5. How will you arrange the medicine cabi- 
net? (a) Why is it essential that the 
articles in this closet be plainly and 
clearly labeled? 

6. What should be the arrangement of the 
linen closet? (a) Why should ditiferent 
articles be placed in different piles? (b) 
Why should the high shelves be reserved 
for special articles or extras? (c) Why 
should fresh articles coming from the 
laundry be placed at the bottom of the 
pile? (d) H there is no linen closet in 
the bathroom, what may be used in its 
place? (e) What are the advantages 
and disadvantages of using drawers? 

7. What provisions are made for keeping 
the towels, washcloths, and tooth brushes 



HOUSE CARE PROJECTS 



91 



of the diflferent members of the family 
separate? (o) Why is this necessary? 
Ref. 



12. What ought you to 
know about plumbing 
fixtures ? 



13. What would you do if 
you should discover 
household vermin in the 
bathroom ? 



14. What should you know 
about your city's water 
supply? 



1. What is a trap? Ref. 

2. List the different kinds of traps with 
advantages and disadvantages of each. 

3. If water does not flow freely from the 
tub or basin, what is the trouble? 

4. How can this be remedied? Ref. (o) 
What is a plunger and how is it used? 
(b) What may we do instead of using 
a plunger? 

5. Why is it wise to pour a disinfectant 
down the basin at least once a week? 
Ref. What disinfectants may we use? 

6. \\'hat kind of faucets are there in the 
bathroom you are caring for? (a) 
What other kinds are there? (b) What 
are the advantages of each? 

7. If a faucet drips, what is the trouble? 

8. How can this be remedied? Ref. (o) 
Why should a supply of washers be on 
hand? 

1. What household vermin may be found 
in bathrooms? Ref. 

2. What will you do to exterminate them? 
Ref. 

3. Why should they be destroyed? 

4. Learn the habits of the cockroach, how 
it is disseminated and how it may be 
controlled. Ref. 

5. Study the housefly and determine why 
it is so essential that we destroy it. Ref. 

1. Where does the water come from that 
is used in your home? 

2. Where does the city get this water? 

3. Why do we pay for the use of this 
water? 

4. W^hat does this water cost your family 
per month? 

5. Do you see any need for repairing leaky 
faucets at once? Why? 



92 



VOCATIONAL HOME-MAKING EDUCATION 



1$. What should you know 
about sewerage? 



i6. What does your city do 
to protect the health of 
her citizens? 



6. What other ways are there for getting 
water? How can this water be used 
for bathroom purposes? Ref. 

1. What becomes of the water that leaves 
the tub, basin and toilet? 

2. Why is it necessary to keep all traps 
freely open? 

3. What is sewer gas? What causes it? 
Ref. 

4. How can it be remedied? 

1. What are the duties of the city health 
officers? Ref. 

2. What duties of the city plumbing in- 
spector are directly related to your 
home? 

3. Of what benefit are public bathhouses? 

4. How can you or members of your family 
help your city in caring for the health 
of her citizens? 



17. How has this 
helped you? 



project I. In preparing for your final conference 
with your teacher on this project, make 
a list of the things you think you have 
gained from this project? Can you sug- 
gest any thing that will help other girls 
when they work with this project? 



House Care Project No. VI. Care of Bathroom 

DIRECTIONS for PUPILS 

I. Title and Description: 

This project — the care of the bathroom — is arranged for you 
SO that you may learn the very best w^ay of keeping your bath- 
room at home clean and attractive. You will be expected, after 
suitable arrangements have been made with your mother and 
teacher to assume full responsibility for the condition of your 
home bathroom for at least two weeks. In connection with this 
you will be expected to do the work each day in a systematic 
way, according to some such plan as follows : 

a. Wash basin, toilet, bath at least once a day. 



HOUSE CARE PROJECTS 93 

b. Wipe floor daily with damp cloth or mop and scour semi- 
weekly with soap and water. 

c. Keep medicine closet in order. 

d. Wipe mirror, windows and window ledges. 

e. Clean radiator or register once a week. 

/. Replenish soap, towels and toilet paper as often as needed. 

g. Remove soiled linen and dry it thoroughly before putting 
with soiled laundry. 

h. If illness is in home use special care in cleaning basin and 
toilet with application of disinfectants. 

2. Suggestions to Student : 

In caring for bathroom keep a record of your time each day 
and test yourself on speed as well as skill. In addition to this 
practice, you will find it helpful to do some reading and study at 
school to give you a better idea of the variety of bathroom (a) 
furnishings, (b) fixtures, (c) cleaning agents, (d) remedies for 
medicine closet, (e) disinfectants for sickness, etc. You will be 
expected to keep notes of the important facts learned through 
your readings and make a report of these in class discussions 
and at such a time as you complete the bathroom project. 

Keep in mind that you are doing this work at home with the 
consent of your mother and you should try to fit your plans to 
her convenience. Do not try to dictate to any member of the 
family regarding use of bath, or to suggest any radical changes 
in arrangements or furnishings of bathroom, but, rather, show 
that you can make the most of home conditions. Prove to family 
that you can keep the bathroom clean and orderly. Do not lose 
sight of the fact that you are contributing to the health of your 
family in so far as you do your work well. 

GUIDING OUTLINE 

Guiding Questions ani> Guiding Questions for Study of Project 
Suggestions in Plan- 
ning Your Project 

I. How often will you care i. What would be the best time to do the 
for the bathroom? cleaning? Will it need other care each 

day? Why? Ref. 



94 



VOCATIONAL HOME-MAKING EDUCATION 



2. Which parts of the room 
will need daily attention? 



1. Of what materials are the basin, toilet 
and bath constructed? Ref. 

2. What are some of the cleansing agents 
used on those materials? Ref. 

3. Why are some cleansers preferred to 
others ? 

4. Name one good cleanser for (o) wood, 
(b) metal, (c) enamel, (d) glass, (e) 
rubber. 



3. What special care must 
be given to basin and 
toilet during illness in 
the home ? 



1. Why use something besides soap and 
water to cleanse during illness? 

2. What would you recommend for use? 

3. How would you prevent injury to self 
in such cleansing processes? 



4. If bathroom has floor 
covering, when and how 
shall same be cleaned? 
How clean floor without 
covering? How often 
will you clean the floor? 
Why? 



Of what material can bathroom floors 

be constructed? Which is best? Why? 

Should bathroom floors be covered? 

Why? 

What may be used as a partial covering 

during bath hour? Is it sanitary? 



5. What other parts of 
bathroom will need at- 
tention? How often? 
How care for same? 



6. When and how often 
will you change the tow- 
els? 



7. How will you dispose of 
damp, soiled towels? 



What toilet articles for daily use can be 
kept in medicine cabinet? 
Name some simple remedies that might 
be kept on an upper shelf? Why have 
these on hand? What precautions with 
children? 

Why and where would you list your 
remedies? Ref. 
Is medicine cabinet essential? 
What might be used in place of cabi- 
net? Any advantages or disadvantages? 



1. What kinds of towels are used in a 
bathroom? Is there any difference in 
price, in durability, in use? 

2. What dangers lurk in soiled towels? 
Should each member of family have 
separate towels and racks? Why? Ref. 

I. What stain is caused from prolonged 
dampness in cloth? How prevent? 



HOUSE CARE PROJECTS 



95 



8. How could j^ou dispose 
of any excess furniture 
in your bathroom? (Do 
not make disposal with- 
out consent of mother.) 



9. When will you replen- 
ish soap and toilet paper? 



10. How is your bathroom 
ventilated ? 



11. Is your bathroom light 
and dry? 

12. Is plumbing in good 
condition or can you 
detect leaks? If you 
can. what will you do 
about it? 

13. What bathroom provi- 
sion will you make for 
arrival of a guest in 
house? 



2. Should soiled household linens be kept 
separate from personal laundry? Why? 
What are some ways of storing soiled 
laundry effectively? Ref. 

1. What bathroom furnishings are neces- 
sary besides metal fixtures, towels and 
bath rug? 

2. If stool or chair is desired, what kind 
is the best? Ref 

3. Should upholstered or padded furniture 
ever find a resting place in bathroom? 
Why? Ref. Is it a wise plan to keep 
supply of clean linen in a cabinet in 
bathroom? Why? 

1. What kinds of soap are used for bath, 
face, scouring? Give merits of each. 

2. Is it desirable that each member of 
family use separate soap? Why? 

3. What is advantage of liquid soap? Dis- 
advantage ? 

4. Is it necessary or considered in good 
taste to use perfumed soaps? 

1. Why should bathrooms be well venti- 
lated? 

2. What is the effect of air and sunlight? 
Ref. 

3. Look up information on the heating 
system used in your bathroom? See 
Keene, Mechanics of the Household. 

I. What effect do dampness and darkness 
have upon bacterial growth? Do they 
promote health conditions? 

I. What may cause dampness in a bath- 
room? How remedy it? 



I. Is there any advantage in using "guest' 
towels ? When ? 



96 



VOCATIONAL HOME-MAKING EDUCATION 



14. What special precau- 
tions (other than with 
basin and toilet) may 
be advisable or neces- 
sary in illness in home? 



15. Does the care of your 
bathroom mean more to 
you at close of your 
project than it did at 
beginning ? 



1. Make a list of disinfectants that would 
be economical and effective for bath- 
room use. 

2. How use the above? 

3. When use the above? Are any poison- 
ous? Ref. 

4. What diseases are easily transferred 
through careless or unclean use of toilet, 
hand basin, towels? What precautions 
should you always take in public wash- 
rooms ? 

1. How does care and cleanliness of your 
home bathroom link up with the big 
public problem? 

2. Does it have any influence on " right 
living "? 



VI. LAUNDRY PROJECTS 

Laundry Project No. i. The Family Wash Including the 
Weekly Renovation of Personal and Household Articles 

suggestions to teachers 

1. Assumed Case Basis: Girl aged 15, of small manufactur- 
ing city, home standards $i,500-$2,ooo per year, electing voca- 
tional course in expectancy of being mother's assistant or home 
assistant in another's home. No previous practical experience or 
technical education. 

2. Assumed School and Home Conditions: One teacher to 15 
girls, all phases of homemaking; school kitchen equipped with 
three stationary tubs, bench with two metal tubs, boards, racks, 
wringer; possibility of borrowing washing machines of different 
types from merchants for demonstrations; abundant reading; 15 
hours per week for non-vocational subjects, 10 hours weekly for 
conference and related technical subjects, 16 hours weekly at 
home for project execution. Home cooperation assured, includ- 
ing use of usual laundry equipment for middle class city home 
in detached house with yard. 

3. Aims of Project : 

a. Primary : To develop skill and give experience in the weekly 
renovation of the family's clothing and household textiles. 

b. Secondary: To develop a knowledge of textiles, the re- 
agents used in their weekly care, and also the use of laundry 
equipment, etc. 

c. Incidental : To give appreciation of the relation of this work 
to health, financial circumstances, home standards, personal ap- 
pearance, valuation by self and others, and appreciation of cer- 
tain problems of buying textiles and laundry materials, to the 
cost of cleanliness, value of labor expended at home, in another's 
home and in a commercial laundry. 

97 



98 VOCATIONAL HOME-MAKING EDUCATION 

4. Scope and Time of Project : Teacher should ascertain by 
conference with girl the size of her family, the character and 
probable number of pieces of laundry, together with the home 
laundry conveniences and such other facts as will determine 
the successful accomplishment of the project within the time 
allotted to it. 

Assume family of 2 adults and 2 children, i girl aged 15 (who 
chooses this project, to be carried out in her own home and* 
who is in normal health and fond of physical exercise) and i 
boy aged 12 in grade school. 

The family wash is to be done for four consecutive weeks 
with one week of preliminary preparation, the work to include 
all necessary buying with account kept of laundry materials 
on hand at beginning and end of project and those bought; also 
account of work done and its value, taking into consideration the 
difference in appearance, wear and tear, etc., between the girl's 
product and that of outside laundries, in order to estimate the 
value of her time when expended in home laundry work. (The 
teacher should stand for family recognition of the value of the 
pupil's labor and payment for it where such labor would be 
paid for if not done by the pupil.) 

5. Suggested Schedule — Time Expended on Project: 

First Week Last Four Weeks 

At school I hour for 5 days i hour for 5 days 

At home i hour for 5 days 21 hours for 4 days 

6. Procedure Recommended to Teacher : 

a. You must know home conditions and have mother's coopera- 
tion. In conferences with pupil, discuss home conditions which 
will determine work plans, pupil listing those items about which 
she must confer with her mother or get for herself at home. Such 
points as these listed below will be needed : 

(i) What laundry supplies are on hand? 

(2) What equipment is available? 

(3) What sort of articles will make up the wash? 

(4) How much time does it take the girl's mother, or person 
who usually does it, each week? 

(5) How long may it take girl to do it? 



LAUNDRY PROJECTS 99 

(6) How can she plan the time to suit her mother's con- 
venience or her school duties? 

(7) What family preferences must be taken into account in 
doing this work? 

(8) When must the work be done? 

b. As a result of these conferences teacher and pupil decide 
on scope of project and pupil is given the appropriate pupil's 
project booklet for study and guidance. (It is suggested that 
the scope of this project may be narrowed somewhat during the 
first week or two by sending out the flat work if the mother 
is willing or by doing the flat work on another day, the time 
of the project being extended, or by having it done in the usual 
way.) 

c. When the girl begins the study of her project booklet, she 
prepares written plans, including a day by day schedule for her 
first week's home work and submits these for conference and 
approval. 

d. li the girl or her mother lacks confidence in the former's 
ability to remove stains without damaging material, the girl 
may bring stained articles to school to work upon with teach- 
er's aid and other articles may be secured from friends, etc., for 
practice in removing stains, bluing, scorch, mildew, etc. 

e. Teacher should have conferences with pupil concerning such 
emergencies as, a rainy day, broken line, steam burn, lumpy 
starch, etc. 

/. Home work for first week may consist of assembHng 
materials, making inventory of them, making soap jelly, remov- 
ing stains, overhauling, cleaning and learning how to arrange and 
use laundry equipment — to illustrate, girl may need to clean 
irons, line, learn how to put on and oil wringer and operate 
washing machine, etc. 

g. Teacher may telephone the pupil on first wash day and visit 
home later to see first products of pupil's labor with a possible 
conference with the mother. A conference with the pupil at 
school may lead to a change of plans. The second week, the 
teacher should visit pupil on the day when washing is done. 
It may be found desirable for girl to bring some articles to school 



lOO VOCATIONAL HOME-MAKING EDUCATION 

to be washed or ironed under the teacher's direction or teacher 
may visit the girl on ironing day. 

h. The last two weeks, a second laundry project may be 
undertaken to show changes of method, as in the washing and 
drying of a woolen sweater. 

i. The girl should keep an accurate account of the work done 
and the time spent on various processes each week in order to 
test her gain in speed. 

y. Teacher should see girl's last work to see whether she 
needs to do similar projects and to test the success of her 
teaching. 

7. Related Technical and Social Studies: Booklet in pupil's 
hands contains references to readings by pages as to : 

a. Laundry processes, such as sorting, removing stains, etc. 

b. Washing articles of different textiles. 
r. Washing laces and embroideries. 

d. Washing and drying knitted articles of silk and wool. 

e. Making soaps and detergents. 

/. Using hard waters, both temporary and permanent. 

g. Choice and cost of laundry reagents. 

h. Bulk and cooperative buying. 

i. Use and cost of various types of home laundry equipment. 

;. Care of utensils and equipment. 

k. Economy of time, labor and laundry materials. 

/. Related chemistry and physics in connection with use and 

care of materials and equipment. 
m. Possible repair of equipment and homemade laundry 

devices. 
n. The arrangement of the home laundry, sanitary plumbing; 

a report study as girl must not seek to change her mother's 

home. 
0. The sources of heat and the management of the laundry 

stove and water heating system. 
p. The effect of the season on the family wash. 
q. The best day for washing in the home. 
r. The care of freshly laundered articles, 
.y. Home adjustments necessary on wash day. 



LAUNDRY PROJECTS 1 01 

t. Discussion topics : 

(i) The laundry as a factor (o) in the care of clothing, 
(&) in the buying of textiles, (c) in the construction 
of clothing. 

(2) Clean clothing, etc., and its relation to health. 

(3) Immaculate clothing for children versus proper free- 
dom, proper food, or the mother's companionship. 

(4) Soiled fancy clothes and bed room articles versus 
plainer clean articles. 

(5) Clothing habits as an index of refinement, ideals, self- 
appraisal. 

(6) Dignifying effect of work of social value when done 
well. 

(7) Municipal arrangements which help (or which could 
be made to help) to make the housewives' laundry 
problems easier. 

(8) The ability of the public to control practices in com- 
mercial laundry, such as putting heavy pins in fine 
materials, unsightly marks on handkerchiefs, etc. 

(9) Methods of disinfecting clothing and household 
articles. 

8. Derivative Studies : 

a. The laundry's important place in the textile industry. 

h. Commercial laundry, its methods and equipment. 

c. The women workers in the commercial laundry — their hours, 
wages, working conditions, education and recreation. 

d. Fine laundry work as a source of income to the home 
assistant or homemaker. 

e. The cooperative laundry. 

/, The union and the commercial laundry worker. 

Laundry Project No. II. The Family Wash 

DIRECTIONS for PUPILS 

I. Title and Description: This project is the washing of your 
family's personal clothing and household articles and includes 
sorting, inspection for stains, removal of these if found, wash- 



I02 VOCATIONAL HOME-MAKING EDUCATION 

ing, boiling, rinsing, bluing, starching, hanging, folding, sprink- 
ling, ironing, airing, folding and final sorting of the clean articles. 

If the project seems too complex to undertake as a whole, 
you may divide it upon the advice of your mother and with the 
consent of your teacher into two parts, doing the personal cloth- 
ing of the family the first week and the household articles the 
second week or vice versa. The last two weeks, the complete 
project, as planned, may be undertaken. 

The i)roject does not include mending. Select a mending 
project to carry along with this one if it can be arranged for 
you to do so. In this project you are not expected to do any 
seasonal or occasional heavy laundry job. Do not try to launder 
delicate pieces or your father's stiff collars and cufifs. 

2. Suggestions to Student : The problem of the family wash 
is an important one for the homemaker as well as a somewhat 
arduous one when she undertakes it as a beginner; but a home- 
maker can not claim mastery of her art until she knows how to 
keep the family linen clean and in good condition. The best 
way for you to learn how to do this is to do the work yourself 
without help until your products show your ability. 

Besides learning how to wash and iron well, the knowledge 
you will get will help you in buying materials and laundry sup- 
plies. It will help you to choose clothing and household linens 
and to care for these things properly. You will also be a better 
judge of good laundry work and know what it is worth. The 
project will help you to appreciate the work of others. 

At the end of five v/eeks, you will be glad you have taken this 
project although your first and perhaps second attempt may make 
you think otherwise. A great deal of satisfaction comes to the 
person who undertakes a real task and does it to "a. queen's 
taste." What is nicer than the sun shining on a big basket or 
rack full of white, fresh, clean, beautifully ironed clothes? What 
is better than to give the feeling of comfort and well-being to 
one's family as the homemaker can do by furnishing them with 
clean, well ironed clothes, nicely laundered table linen and sweet- 
smelling bed linen ? 

In carrying out this project, even if it is divided, it will be well 



LAUNDRY PROJECTS IO3 

to spend some time each day both at home and at school for a 
week, getting your plans ready. You must talk with your mother 
about how long it usually takes to do your family's washing and 
what sort of articles you will have. Don't try at first to do any 
fine linens or costly or fancy articles of clothing. Be very sure 
that you know in what ways you could ruin the articles you are 
to wash, before you begin to work. Your mother has consented 
to turn over to your care the necessary room, equipment, and 
supplies and to give you the chance to learn a very valuable part 
of a homemaker's work. You must not abuse the privilege by 
carelessness or by thoughtless rushing ahead without such well- 
made plans as will enable you to do your work with credit to 
yourself and leave your mother's laundry in good condition. 

Besides learning what kind of articles you will wash the first 
week, it will be necessary to find out what things your mother 
has for you to use in doing the washing and ironing. Learn 
how to place and operate the wringer or washing machine if you 
have either one. Then you will need to make a list of the 
materials such as soap, borax, starch, bluing, etc., which you must 
have, and purchase those that are not at hand. As you are to 
keep a cost account of your work, make an inventory of the 
sup])lies you have at home and find out their cost besides making 
out a record of your expenses. 

It may be that members of your family have a preference in 
regard to the use of starch or bluing. Do not fail to regard 
these, for people can be made very unhappy and their work 
impaired or made more difficult for them if others disregard 
their likes and dislikes. The purpose of all your work is to 
learn how to take care of others, prepare them for their best 
work and keep them comfortable and happy. Homemakers, it 
may be said, oil the wheels of the world and keep them free 
from grit, the little unpleasant things, which check their speed. 

Consult your teacher about your plans, taking up with her 
such questions as: (i) When are you to do your work? (2) 
How long will it take you? (3) What part are you going to do 
first, if you do not try to do all the family wash? (4) What 
parts will you find hardest? (5) ^^'hal dangers of injury to 



104 VOCATIONAL HOME-MAKING EDUCATION 

clothing and equipment must be avoided? and (6) What emer- 
gencies may arise, as a rainy day, too much bluing, lumpy starch, 
etc.? 

Before you do your first washing, present complete written 
plans for your teacher's approval. This does not mean that 
you are to know everything there is to know about doing the 
family wash. It means that you must have definite ideas about 
what you are going to do the first day. 

Do not forget to plan what you will wear. The homemaker 
must learn to choose her clothing to suit her day's work. She 
can be neat and presentable at all times. The question of one's 
appearance at home is important and it is not all a matter of 
dress. A girl's hair and general tidiness count too. 

Do not fail to remember, either, that your plans must not 
interfere with your mother's work nor inconvenience any mem- 
ber of your family. Even if you receive a small wage from 
your parents, do not overlook the fact that you are being given 
an opportunity which few girls have and therefore you must 
do all you can to show your appreciation. 

Keep a note book for information you may wish to use 
later on, such as recipes for detergents, stain removers, starch, 
etc., references to such books as you may have in your library, 
plans for work, sketches, magazine articles and pictures which 
have a bearing on your project. In reading on your subject, it 
is a good plan to list the words you look up in the dictionary, 
or jot down statements you do not understand as well as the 
doubts and difficulties which present themselves while you are 
at work. Such memoranda will help you when you have your 
talks with your teacher. 

After finishing your first wash write a report to hand in, 
telling what you accomplished, how long it took you to do the 
different parts of the work, what supplies you used and how 
you left your equipment. You need this information to plan 
for your other attacks on your project. 

The word " attacks " is a good one to use in this project for 
you must go to this work with the spirit of the good soldier 
who goes into battle with high courage and the determination 



LAUXDRV I'ROJECTS IO5 

to " carry on " to successful accomplishment his piece of work. 
The housewife must fight many battles and this matter of the 
family wash is usually one of them until she learns how to do it. 

Learning how to do laundry work is the best way to learn 
how to direct others to do it. The fact that you can do the 
work you wish done and can show another if necessary, com- 
mands respect and secures cooperation. You can judge what a 
helper can do and what her work is worth if you have done 
what you are asking her to do. 

Now it must be understood that you are not to allow anyone 
to help you except under very unusual circumstances, for you 
are doing this work primarily to gain skill and skill only comes 
by doing work one's self. You will need, no doubt, to be shown 
how to do certain things by your teacher or by your mother if 
that arrangement is made with your teacher beforehand. If 
necessary, you may bring a piece of work to school where it 
can be done under direct supervision of your instructor. You 
will not feel satisfied and cannot have credit for work which is 
not from start to finish, your very own. 

The following questions are given you to help you make your 
plans and when you are started on the actual work of your 
project, to guide you in your reading and study for it. 

GUIDING OUTLINE 

Guiding Questions for Guiding Questions for Studying Your 
Planning Your Project Project 

1. What clothes and house- i. What are the different types of articles 
hold articles will you find found in the family wash? 1:13.* 

in your wash? 

2. How will you sort Uic-.e'^ 2a. Why cannot all articles be washed to- 

gether ? 
b. Is it necessary to keep the table linen, 
body linen and bed linen separate? 

3. What kind of stains may 3a. What sorts of stains will be removed 
you find while sorting? by the regular washing processes? 
When are stams re- i : 13-14. 

moved? /'. Why must some stains be removed be- 

Is there danger that you fore washing? 



* Reference i, page 117. A complete list of references is not given. 



io6 



VOCATIONAL HOME- MAKING EDUCATION 



may injure fabrics in 
removing stains? 



4. In what order will you 
wash the different stsrts 
of articles? 



5. Are you going to soak 
your clothes? When will 
you put them to soak? 



What tubs and other 

laundry equipment will 

you need? 

Is it important to have 

them in good condition? 

How will you arrange 

them? 



c. What stains cannot be removed after 
boiling? 1:25. 

d. What are the materials most used for 
removing stains? 1:18-25. 

e. How are rust, ink, fruit, coffee or tea, 
etc., blood, mildew, tar and wagon 
grease, paint and varnish removed? 



in separate 



4a. Which must be washed 
waters? Why? 1:13. 

b. In what order will you wash those 
which can be done in the same water? 

1:13. 

c. How many sets of clothes will you 
have? 

d. What are the four rules for washing 
flannels ? i -.42. 

e. When should they be done ? 1 142. 

/. What changes in method are made in 
washing and ironing silk articles ? i 149. 

5fl. Is is necessary to soak clothes? 

b. What articles cannot be soaked? i :3i. 

c. Can all articles be soaked toegther? 

d. Will you use hot or cold water? 

e. Will you add any soap or other re- 



agent i 



1:14. 



/. How long will you soak them? 

6a. What laundry equipment have you at 
home? 

b. What will you look for in inspecting 
it? (Rust, grease, oil, dust, etc.) 

c. How will you clean the tubs, boiler, 
wringer, line, wash-board, washing-ma- 
chine, clothes pins, etc.? 

d. What kind of tubs have you? If they 
are unattached tubs, where will you 
place them on wash day? 

e. Do you know how to set up your 
wringer? What are the screws for? 

/. Do you know how to set up or attach, 
start and stop your washing machine? 

g. What must you take into account in 
arranging your equipment? (Light, 



LAUNDRY PROJECTS 



107 



7. What must you know of 
your water supply? 



nearness to water supply, drains, pro- 
tection from sun, etc.) 
/(. Do you know how to run your laundry 

stove? 
;'. Will you need hot water? Where will 

it be heated? 
/. Can you put up your line? 
k. Why must you tie it securely? 
I. When will you put it up? 
»n. When will you clean it? 
n. When will you take it down? 
o. What will determine where you put it 

up? 
p. Must all lines be taken down? 
q. Are you sure you know where every 

piece of your equipment belongs when 

not in use? 
r. What special care must be given tubs, 

wringer, board, etc., in putting them 

away? 

7a. What kind of water have you? 

b. Is it clear? 

c. How will you clear it if necessary? 

d. If hard, how will you soften it? 5:39-40. 
c. How much water (tubfuls) will you 

need? 

/. How many times will you have to 
change the water in your tubs? 

</. Upon what does the answer to the last 
question depend? 

//. How full should your tubs be? 
;'. How will you fill them? 
/. What is the best way to carry the 
water, if necessary? 

k. Of what should you be careful? 

/. Where should the dirty water be dis- 
posed of if you have no drain? 

;;/. Should this water be used for any pur- 
pose? 



8. When will you use soap? 
What kind? How much? 
Will you use any other 



8fl. What is soap used for? 
/'. In what form will you use it? 
c. In what way will you use it? 



io8 



VOCATIONAL HOME-MAKING EDUCATION 



reagent to get the dirt 
out of the clothes? 



d. Can soap be used directly on all fab- 
rics and colors? 

e. What are you going to use besides 
soap? Why? 

/. How are you going to use it? 

g. Do you run any risk of injuring the 
fabrics you are washing with this re- 
agent ? 



9. Should your soiled ar- 
ticles be turned in any 
special way in putting 
them in the water? 



ga. Is there any special way of turning 
shirts, dresses, underwear, etc., before 
washing? 
b. Should cuffs be unbuttoned, etc.? 



ID. How 
them 
out? 



will you wash 
to get the dirt 



II. How many soapy waters 
will you need ? In what 
order, do these come? 



12. Will you scald or boil? 
How long? 



loa. Is there any best way to use a wash- 
board or to hold clothes in your hands 
while rubbing? 

b. How high should the tubs be? 

c. How should you stand? 

d. Is rubbing good exercise if done in 
the right way? 

e. Must all parts of clothing be equally 
well rubbed? 

/. Must all be rubbed on both sides? 
g. If you are using a washing machine, 
How long will it take to wash your 
clothes clean? 

iia. Through how many soapy waters will 
you put your clothes? 

b. How many times will you rub them? 

c. What is difference between washing 
and rinsing? 

d. What is the purpose of washing? 

12a. What are the differences in scalding, 
boiling, and bringing to a boil or a 
scald? 

b. Why scald or boil? 

c. Is soap needed and, if so, how is it 
used? 

d. Why are kerosene, paraffin, turpentine 
sometimes used when boiling? 

e. Do you put the clothes in cold water 
and bring them to a scald? 



LAUNDRY PROJECTS 



109 



13. Will you put your 
boiled or scalded clothes 
in cold or hot water? 



14. How many rinse waters 
will you need? 



15. Will you use bluing in 
your last rinse water? 



/. Do you know when water is boiling? 

scalding? 
g. Should all clothes be boiled? 
h. Can clothes burn in a boiler? 
i. Why should infected clothing always 

be boiled? 
y. What injury might you do yourself 

at this step in the project? 
k. How would you care for a steam burn 

or a scald? 
/. If your clothing caught fire, what 

would you do? 
m. What accidents often happen to little 

children on wash day? 

13a. How will you get your hot clothes 
out of the boiler? 

b. Will you put them into hot or cold 
water? 

c. What is your reason for doing this? 

d. Do the clothes need rubbing again? 
soaping? 

14a. What is the purpose of rinsing? 

b. Why should clothes be wrung as dry 
as possible? 

c. What must you know about putting 
clothes through a wringer? 

d. What changes must be made in wring- 
ing heavy clothing or articles with 
large or thick buttons? 



b. 



Why is bluing used? 
Is it necessary? 

c. What injury may be done to the 
clothes if you use Prussian blue? 

d. How can you avoid this? 

e. What precautions must you use in blu- 
ing clothes? 

/. What will you do if you get them too 
blue? 

g. What is the best way to get the blu- 
ing water "just right" ? 

h. Will you let your clothes stand in 
bluing water? 

i. What kind of bluing will you use? 



no VOCATIONAL HOME-MAKING EDUCATION 

16. In what order will you 16a. What clothes will take the longest to 
hang up your wash? dry? 

How will you hang b. How should sheets, pillow cases, table 

them? cloths, skirts, waists, etc., be hung on 

the line? 

c. Should clothes be turned right or 
wrong side out? 

d. What is one way of telling a well- 
trained laundress from an inexperi- 
enced or poor one? 

^. Of what advantage is a pole or prop? 
/. What precautions should you take in 

using it? 
g. Which clothes should be hung in the 

sun and which in the shade? 
h. How will you avoid damage by wind ? 
i. Does the direction of the wind need 

to be reckoned with? 
y. Why do clothes dry so slowly on some 

days? 
k. What will you do when your wash 

day proves a rainy day? 

17. Will you starch any or 17a. What is the purpose of starching? 
all of your wash? And b. What kinds of starch are used for 
when? this purpose? 

c. Which will you use? Why? 

d. What ingredients other than starch 
will you use? 

e. How will you prepare your starch? 
When? 

/. How much will you need? 

g. What must be avoided in making 
starch (lumps, boiling over, burning) ? 

h. What will you do if the starch is 
lumpy or too thick? 

7. Can scorched starch be used? 

;. What kind of starch is used for col- 
ored clothes? 

k. Why should starched clothes dry 
quickly? 

/. Which articles will you starch? 

w. Which will you starch first? Why? 

n. How will you wring articles out of 
hot starch? 



LAUNDRY PROJECTS 



III 



0. How should starched clothes be dried? 
p. How does the wind affect starched 

clothes ? 
q. What effect has freezing on them? 
r. Should starched clothes ever be ironed 

before they are dry? 



i8. When and how will you 
take in your wash? 



19. When will you clean 
the laundry or place 
where you washed? 



20. What articles require 
sprinkling? When will 
you sprinkle clothes? 



21. Where will you iron 
and when? What kind 
of irons will you use? 
Is your other equip- 
ment in good order? 



18a. Should clothes be left on the line after 
they are dry? 
b. Will you pull and fold your clothes 
on taking them from the line? Why? 

19a. Will you leave water in the tubs? 

b. What equipment should be sunned if 
possible before putting away? 

c. Are you responsible for closing and 
locking the doors and windows of the 
laundry? 

20a. What clothes do not need sprinkling? 
Ironing? 

b. What is the purpose of sprinkling? 

c. Do some parts need more moisture 
than others? 

d. What is the purpose of rolling? 

e. Why should it be done tightly? 

/. How will you moisten lace edges, em- 
broideries and rufifles? 

g. How are articles folded before roll- 
ing? 

h. Will the success of your project de- 
pend partly on the way you sprinkle 
your clothes for ironing? 
/■. Why cannot sprinkled clothes be left 
rolled up over night on warm days? 

j. Is mildew hard to remove? 

k. What causes mildew. 

210. Where is the best place for your iron- 
ing board? 

b. Why not iron in a draft or in the sun- 
shine? 

c. Would you ever do either? 

d. Has your board a clean cover? 

e. Is it well padded and smooth? 



112 



VOCATIONAL HOME-MAKING EDUCATION 



/. Could it be too heavily padded? 

<;. When is it desirable to have a heavily 

padded board? 
/;. Do you use sad-irons or an electric 

iron? 
/. If the former, how many will you 

need and how will you heat them? 
y. Are your irons smooth and clean? 
k. What is the best way to clean irons? 
/. Does your mother ever harden her 

irons so they will not dent or be easily 

scratched ? 
m. How is this done? 
n. Would it be a good thing for you to 

do? 
o. Why are irons different shapes and 

weights ? 
p. Do you know what type your irons 

are and how much they weigh? 
q. Is the handle on your iron removable? 

Is it partly made of wood? 
r. If so, what must you remember to do 

when putting an iron over the fire? 
s. li you use an electric iron, do you 

know how to attach it? 
t. How can you tell when the current is 

on? 
u. What injury to articles must you 

avoid in ironing? 
V. Does this happen more easily with an 

electric iron than with other irons? 
w. How can you test the heat of your 

iron? 
X. How can you injure an electric iron? 
y. Is the ironer in any danger? 



22. Why is it well to have 22(j. How will you remove iron spots or 



a clean cloth and bowl 
of water at hand when 
ironing? 



starch spots 
ironing? 



from clothes you are 



b. What can be done to take out scorch ? 

c. If an article dries before you finish 
ironing it, what will you do? 



23. How will you iron? 



22a. What are the general rules for iron- 
ing? 



LAUNDRY PROJECTS 



113 



b. How will you place articles on the 
ironing board? 

c. Which side is ironed first? 

d. Must both sides of all articles be 
ironed? 

e. Which way shall you push the iron, 
from side to side, or up and down? 

/. Why must clothes be ironed dry? 

g. What effect does the dampness of the 
garment have upon the appearance of 
the garment when ironed? 

//. How is a gloss secured? 

/. What parts of garments need special 
attention to get them dry and straight? 

y. What eflfect does bearing down heav- 
ily on the iron have on the final pro- 
duct? 

k. What parts of garments, such as 
skirts, shirts, waists, dresses, etc., 
should be ironed first? 

I. What is the best way to iron an ar- 
ticle with gathered ruffle, sleeves or 
skirt? 



24. Do you know how to 
fold the different ar- 
ticles when ironed ? 
What articles are not 
folded ? 



24a. What articles must be folded in spe- 
cial ways? 

b. How are the following folded : table 
cloths ; napkins ; sheets ; pillow cases ; 
towels; shirts (men's) ; gowns; draw- 
ers, etc. 

c. What articles should be rolled? 



25. Why and how will you 
air your freshly ironed 
clothes ? 



25a. Where shall you place the things when 
you finish ironing them? Why? 
b. What eflfect has sunshine on freshly 
ironed starched clothes? 



26. What is the last thing 
to do in finishing up the 
family wash? 



26a.. What will you do with table and bed 
linen after airing? Are these things 
aired on a line or rack? 

b. What will you do with underwear and 
stockings ? 

c. Why are hangers the best means of 
caring for freshly ironed outer gar- 
ments ? 



114 VOCATIONAL HOME-MAKING EDUCATION 

27. When can you consider 2ya. Can the irons be put away hot? 

j-ourself through? h. How will you protect your board 

cover? 



Suggestions for Making Reports and Advanced Study of 

Projects 

You should not forget to include in your report, how long 
it took you to sort, remove stains, vi^ash, iron and put away your 
wash, how many articles you took care of and what kind of 
clothing, etc., you laundered. Remember to report on your 
supplies, cost and quantity used, also how you left the laundry 
or place where you washed and ironed. 

During your work on this project, learn to read the gas, water 
or electric meter if you have these meters where you are work- 
ing. Calculate the cost per washing of gas or electric power. 

There is much to learn about the various washing processes 
and materials used in washing. Continue to perfect your work — 
plan as you go on with your project and keep a list of the ques- 
tions or difficulties you wish to bring up when in conference 
with your instructor. 

When you have considerable skill in the general laundry pro- 
cesses, begin to study and specialize on the fine points of doing 
each type of article found in the family wash. Study the best 
way to care for towels, table linen, fine underwear, crepe gar- 
ments, etc. 

There are several advanced laundry projects which are listed 
in your teacher's project book. Choose one of these for study 
at school. You will find material to use for compositions and 
talks in your English classes and for conversation at home as 
well. Keep your records up-to-date and get help if you need 
it in estimating the value of your work. 

If you become skillful in doing fine laundry work, why should 
you not make use of your art in doing this work for your friends 
and neighbors if you have time? If certain kinds of woric 
present difficulties, do not stop until you have mastered them. 
You or your teacher can gather up work of the kind you find 
hard so that you may have more opportunities for practice. If 



LAUNDRY PROJECTS 



115 



yon work under the supervision of your teacher, your friends 
and hers will be willing to supply you with the necessary articles 
and you know it is said that " practice makes perfect." Remem- 
ber ability to do is your first aim. 



2. Places for laundry sup- 
plies, etc. 



QUESTIONS FOR STUDY OF PROJECT 

I. Experiments. i. Have you come across in your reading 

any simple experiments which you can 
do at school to illustrate important prin- 
ciples underlying the work you do in 
washing, etc. ? 

2. Have you found any suggestions as to 
the placing of laundry equipment when 
in use and when not in use, which you 
think would save time, labor or cost? 
(Remember you are not free to make 
suggestions or changes in your mother's 
home.) 

3. What are the best methods of cleaning: 
a. soapstone ; b. galvanized iron ; c. nickel- 
plated faucets; d. cement floors, etc.? 

4. Which is the better day for washing in 
a family like yours ? Monday, Tuesday, 
etc.? 

5a. How often should the family wash be 
done? Some homemakers wash every 
other week. 

b. How often do people in European 
countries and the East have " wash 
day " ? 

c. What was the custom in olden times? 

6a. Where should the soiled clothing be 

kept until wash day? 
b. Why should all articles be dry before 
putting them in the laundry hamper or 
chute ? 1:14. 

7a. What stains should be removed as soon 
as possible? 



3. Methods of cleaning. 



4. Day of week for wash- 
ing. 

5. Frequency of wash day. 



6. Keeping soiled clothes. 



7. Stains, etc. 



ii6 



VOCATIONAL HOME-MAKING EDUCATION 



8. Water. 



9. Colors. 



ID. Soap, soap jellies and 
ammonia. 



b. What unusual stains may you need to 
be prepared for and need practice in 
removing? 

c. What is bleaching? 

d. When is it necessary to use a bleaching 
agent? 

c. Have you ever used "ink eradicator"? 
It is a good bleaching agent and general 
stain remover which you can make at 
school. 

/. Why is it so difficult to remove stains 
from colored fabrics or from silks? 

(/. Do you understand what acids are? 
7:130-132. 

h. What are bases? 7:132. 

i. What does " neutralization " mean ? 
7:132-133. 

j. What is an oxide ? 7 :40. 

k. What is meant by "oxidation"? 

/. Why is a knowledge of chemistry help- 
ful in removing stains? 7:325-331. 

8«. What two kinds of hard waters are 
there ? 
b. How can these be made soft by the 
housewife? by the city government? 

pa. What colors fade easily? 

b. What can be done to " set " colors ? 

c. What can be done to improve the ap- 
pearance of faded clothes? 

lOa. Are all soaps pure? 

b. How are soaps made? of what? 

c. Have you ever made soap? It would 
pay you to do so if you have waste 
grease at home. 

d. What are soap powders made of? 

e. What is a soap jelly? How is it used? 
/. What are soap chips? Is it advisable 

to use them in place of cake soap? 
g. How does soap act in cleansing? 

7 :2i9-223. 
h. What adulterations are found in soaps? 

How can these be detected? 
i. What is the best soap to buy? 



LAUNDRY PROJECTS 



117 



II. Bluing. 



12. Experiments in laun- 
dering different textiles. 



13. Ironing boards. 



14. Equipment. 



15. Iron rust on irons heat- 
ed over gas-. 

16. Infected clothing. 

17. Economy. 



;'. What is the best way to buy soap? 
k. What is household ammonia? 

I. Is it injurious to fabrics? 
m. When can it be used to advantage? 

I la. How many kinds of bluing are used? 

b. What kind do commercial laundries 
use? 

c. What care must be taken with each 
kind? 

12a. What experiments can you perform 
with pieces of cotton, wool, wool mix- 
tures, linen and silk goods to show 
the effect of acids, alkalies, soap, soap 
powders and bleaches upon them? 
b. What reagents are particularly injuri- 
ous to the above? 

13a. What is the best shaped ironing board? 

b. What is a sleeve board? Could you 
make one? 

c. When is a table better than a board? 

14a. What laundry equipment is needed in 
an ordinary home? 

b. Do too many things make work hard? 

c. What should one consider in buying 
washing machines, etc. ? 

15. Why do irons rust when heated di- 
rectly over gas flame? How can this 
be prevented? 



16. How should 
treated ? 



infected clothing be 



17. How can family economy be practiced 
in relation to the family wash ? 

References : 

1. Balderston and Limerick. Laundry Manual. 

2. Balderston. Housewifery. 

3. Vail. Laundry Work. 

4. Dodd. Chemistry of the Household. 

5. Vulte. Household Chemistry. 

6. Allyn. Elementary Applied Chemistry. 

7. Weed. Chemistry in the Home. 



VII. CHILD CARE PROJECTS 

Child Care Project No. I. Afternoon Care of Normal 
Child of 2 to 4 Years 

suggestions to teachers 

This entire subject can best be divided into four stages based 
upon the development of the child : 

1. The pre-sitting stage, birth to 6 months. 

2. The sitting stage, 6 months to i year. 

3. The pre-walking stage, i year to 2 years. 

4. The walking stage, 2 years to 4 or 5 years. 

The following is a list of suggested projects planned upon this 
basis, but the order in which they are here set down does not 
by any means dictate the order in which they should be taken. 
Nor is it understood that a pupil must necessarily work through 
the entire number. She should if possible, however, have some 
phase of child care in each of the four stages of development. 

Proposed Projects 

1. Actual afternoon care of normal child, 2 to 4 years, 2 weeks. 

2. Actual afternoon care of normal child, 12 to 24 months, i week. 

3. Actual afternoon care of normal child, 2 to 4 years, 2 weeks. 

(To include bathing, dressing, feeding) 

4. Morning care of normal child, 12 months to 18 months, i week. 
(To include preparation of food if artificially fed, bathing, dressing, etc.) 

5. Morning care of normal child, 6 months to 12 months, i week. 

(Includes preparation of food if artificially fed, bathing, etc.) 

6. Morning care of normal infant under 6 months old, i week. 
(Includes observation and report on preparation of artificial food for 

child, bathing and assuming sole responsibility for other care.) 

7. Daily laundry for child under 6 months, I week. 

(Includes bedding, napkins, woolens, etc.) 

8. Daily laundry for child, 6 to 12 months, i week. 

(Includes daily care of child's bed.) 

9. Preparation of food and feeding i normal child, 2 to 4 or 5 years, 
2 weeks. 

10. Preparation of food and feeding i normal child, i to 2 years, i week. 

118 



CHILD CARE PROJECTS I IQ 

11. Preparation of food and feeding i normal child, 6 to 12 months, 
I week. 

12. Entire care of i normal child, 2 to 4 years, i week. 

13. Assist in entire care of children at Day Nursery, i week. When 
possible assume responsibility of preparing food for a group of infants 
under i year old. 

Suggested Outline for Child Care Project No. i 

It is assumed that each pupil will have in her hand a booklet 
giving, in detail, guidance for this project. 

1. Assumed Case Basis: Girls 14-15 years of age. Home 
standards $i200-$2000 per year; electing vocational course in 
expectancy of being mother's assistant. No servants, no previous 
practical experience in child care or technical education. Have 
been raised as only children or the youngest in the family. 

2. Assumed School and Home Conditions : One teacher to 
15 pupils, all phases of homemaking; small demonstration labora- 
tory, abundant reading; 15 hours weekly for non-vocational sub- 
jects; 10 hours weekly for conference and related technical sub- 
jects, 16 hours weekly at home for project execution. Home 
cooperation assured, including equipment and materials neces- 
sary in caring well for a child 2 to 4 years old. It is assumed 
that if the girl's own home does not afford this opportunity she 
may have it with a neighbor. 

3. Aims of Project: 

a. Primary : To develop skill and experience in caring for a 
normal child 2 to 4 years of age during the afternoon from i 
to 5 o'clock. 

b. Secondary: To learn about the amounts and kinds of food 
a growing child needs ; when the growing child should be fed, 
the amounts of rest and exercise needed, the kinds and amounts 
of clothing required, habits to be formed or avoided at this age, 
the value of play to child. 

c. Incidental : To give appreciations of relations of these tech- 
nical facts to the health and normal development of the child ; to 
give appreciations of certain problems in feeding, bathing, dress- 
ing, and amusing a child and attending to its personal wants. 



I20 VOCATIONAL HOME-MAKING EDUCATION 

4. Scope and Time of Project: Assume no younger child, 
family living in a small detached house. All necessary food such 
as milk, graham crackers, bread, etc., on hand. Room where the 
child is to sleep is on the second floor and is used by other 
members of the family. A crib with usual child's bedding is sup- 
plied. Bath room is on same floor. Mother expects to be away 
from home two afternoons a week. 

5. Procedure Recommended to Pupils (give booklet) : Pre- 
paratory: Assemble data from best recognized authorities as to 
feeding and rest habits for a child 2 to 4 at this time of day. 
Learn from the child's mother what modifications she desires to 
have made. Find out where everything is kept in the home which 
you might need in caring for the child. If the mother has any 
special things she wishes to have done in caring for the child 
they should be written as memoranda. Before the mother goes 
out always find out where you may reach her in case it is neces- 
sary and to whom you may go for hurried help in case of an 
emergency. 

Have the girl write her plans of procedure for one afternoon's 
work. She should report after the first day any difficulties she 
has encountered and the mother should report as to her success 
and failures. 

She should read for herself references on child care, amuse- 
ments, habit forming, etc. 

6. Teacher's Procedure : After girl has selected projects 
(teacher approving in light of known home conditions) and has 
prepared her first day's plan, individual conferences with the girl 
on more detailed plan are desirable. If difficulties appear the 
teacher should confer with the mother. Teacher plans to visit 
the pupil in the middle of the second or third afternoon. The 
girl should report in conference to the teacher for a day or two 
and then to her class or a group so that there may be a chance 
for general impersonal discussion on the progress of the work. 
She should report to the teacher the results of her readings. 
At the close of the project the pupil and teacher should have a 
conference at which time any vague points could be very easily 



CiilLU CARE PROJECTS 121 

cleared up and others clinched. The girl should then present a 
summary which the whole class may read or hear. 

The teacher should have made enough visits to the girl during 
the work so that she could realize what she was doing and where 
she needed definite help. 

7. Related Technical and Social Studies : Booklet in hands of 
the pupils gives references to readings on the following: 

1. Amount of rest time required by children. 

2. When rest should be taken by children. Should a child 
2 to 4 be wakened from sleep? 

3. Correct conditions to have in the sleeping room. 

4. Discussion topic : Why avoid exciting play just before nap 
time or in the evening? 

5. What could be done to induce the feeling of sleep and 
restfulness in a child? 

6. Special topic ; Psychological effects of cheerfulness on child. 

7. Special topic ; Hygienic clothing for the child of 3 years. 

8. What clothing the child of 3 should have at nap time. How 
much added covering? 

9. In summer what are some of the simple arrangements for 
the comfort of the child's nap? 

10. What things the child from 2-4 can do for itself, and in 
care of its room and toys. 

11. Interests for the young child, such as toys, games, out-of- 
door life, other children. 

12. Various kinds of baby carriages and go-carts. Some types 
to be avoided and reasons why. 

References : 

Holt. The Care and Feeding of Children. 
Rose. Feeding fhc Family. 
Griffith. The Care of the Baby. 

Child Care Project No. II. Preparation of Food, and Feed- 
ing OF Child Aged i or 2 Years 

suggestions to teachers 
I. Case Assumptions: Fifteen girls from 19-21 years of age, 
decided motives for homemaking. Nationality — German, Polish, 
Russian. 



122 VOCATIONAL HOME-MAKING EDUCATION 

2. School and Home Conditions : Education — from 5th to 8th 
grade. Owing to the fact that the whole famiHes go out to the 
beet fields each summer, the girls are about 15 years of age when 
they complete 8th grade. Homes : Homes are in detached houses 
having yard and garden space ; very clean in spite of the fact 
that only the hardest and most primitive methods of cleaning 
are used. Home Training : By the " mother assistant " system 
the girls have been taught to keep the homes clean and in order, 
to help in the family cooking and serving. They have had some 
experience in caring for the younger children. 

3. Family Occupation and Income : Fathers are employed in a 
smelter, packing house or factory, and all the family work in the 
beet fields from May 15 to Oct. i. The income is good, varying 
according to the number of children in the beet fields. Their 
problem is not one of lack of money for meeting needs, so much 
as it is one of wisely using of what they have, and especially 
giving the children better opportunities to become good citizens. 
School full-time, between October i and May i. 

These girls are the older members of their families — 5 to 7 
other children. 

4. Expectation : To be married at age of from 20 to 23 years. 
At 30 years the mother of 4 children. Home, the same type as 
the mothers. Income $1200-1500. Occupation of father : worker 
in a smelter or factory. 

Possible Projects 

Units into which this entire project will be divided are based on the 
development of the child into four stages — (i) Under 6 months. (2) From 
6 months to i year. (3) From i to 2 years. (4) From 2 to 4 or 5 years. 

1. Afternoon care of i child, 2-4-5 years, 1-2 week. 

2. Afternoon care of i child, 1-2 years, i week. 

3. Afternoon care of i child, 6 months to i year, i week. 

4. Afternoon care of i child, under 6 months, i week. 

(These 4 projects include bathing and dressing.) 

5. Preparation of food and feeding i child, 2-4-5 years, 1-2 week. 

6. Preparation of food and feeding i child, i to 2 years, i week. 

7. Preparation of food and feeding i child, 6 months-i year, i week. 

8. Preparation of food and feeding infant under 6 months, i week. 



CHILD CARE PROJECTS 123 

9. Entire care during day, i child, 2 to 4-5 years, i week. 

10. Entire care during day, i child, 1-2 years, i week 

11. Entire care during day, i child, 6 months-i year, i week. 

12. Entire care during day, i infant, less 6 months, i week. 

(These 4 projects include bath, dress, feed and care, play.) 

13. Prepare food and feed 3 to 6 children at day nursery for i week. 

14. Entire care during day (food, care, play, nap, etc.) at day nursery 
for one week. 

Suggested Outline for Child Care Project No. II 

1. Assumed Case Basis: See above for details. Girls aged 
19-21 years of age, foreign homes, have had home experience in 
cooking and care of children (very inadequate), only 5-8th grade 
education. 

2. Assumed Home and Neighborhood Facilities : One teacher 
for 15 girls; small kitchen (furnished like average home kitchen) 
available at the grade school building; liberal supply of govern- 
ment and state bulletins and small but carefully selected number 
of text-books ; 44 hours per week for 3 months available for 
school and project work ; home cooperation possible, also the 
cooperation of the day nursery and in cases where younger chil- 
dren in the home are not available, the cooperation of neighbors 
is possible. 

Time given above is for the entire homemaking course. This 
small project would require 2 hours daily in execution and 2 
hours daily for conference and study during the week. 

The " care of children " project should be started at the very 
beginning of the Vocational Homemaking course to complete it 
during the three months allotted. This particular project would 
then begin the sixth week in the course. The work in prepara- 
tion of foods would also have to be started in the beginning 
of this course so that we could, in this project, presuppose the 
ability to prepare foods correctly. 

3. Aims of Project: 

a. Primary : To have the girls acquire competency in actually 
preparing food, and feeding one child of from one to two years. 

b. To give the girls a keener appreciation of the right of the 
child to a good start in the world, physically, mentally, morally. 



124 VOCATIONAL HOME-MAKING EDUCATION 

c. To develop technical ability or knowledge of the problems 
of selection, preparation of food and regular habits of feeding. 

4. General Plan of Work: 
At beginning of a child care project: 

1. Teacher outlines definitely the entire course on Care of 
Children, giving definite information as to the four stages or ages 
of children that must be available and the exact type of coopera- 
tion that must be furnished by the mothers. At this time she 
should hand out the pupils' leaflets. 

2. The pupils report back to the teacher the arrangements 
for cooperation that they have been able to make. 

At beginning of above project in child care (1-2 yrs.) : 

1. Girls discover and report usual feeding habits of their 
child. With that as a basis they make definite plans for food 
for the first two days — kinds, methods of preparation, amounts 
and hours for feeding. 

2. Feed the child. 

3. During the second day each girl at either small group or 
individual conference settles problems and makes plans for food 
for third to seventh days. 

4. Report at school daily for a two-hour conference on the 
related technical work. 

5. Daily plans are always carefully made out in writing includ- 
ing feeding plans, marketing (if any must be done) and arrange- 
ment of work. 

6. At the end of the week a general conference for clinching 
certain points and emphasizing dietary principles will be held. 

7. Teacher visits each home two or more times to see how 
plans are working out. 

8. This project will be followed immediately by feeding a 
child of from 2 to 4 or 5 years. 

5. Related Technical and Social Knowledge (suggested only — 
pupils have leaflets giving detailed outline and references) : 

1. Use of easily digested foods for this child. 

2. What factors determine the relative ease with which foods 
are digested? 



CHILD CARE PROJECTS 1 2$ 

3. What foods are especially good for children of this age? 

4. How should each be prepared? 

5. What foods (or kinds) must be included in each day's diet? 

6. What foods often given should not be included in the 
child's diet? Why? 

7. Milk as the basis of the child's diet. Necessity of use of 
good milk. 

8. Care of milk in the home — pasteurization when necessary. 

9. Disadvantages of use of canned milk or dried milk or 
proprietary foods. The additions that must be made if any have 
to be used. 

10. Hours for feeding — importance of regularity of feeding. 

11. Teaching the child to eat what is good for it. 

12. Treatment in case child refuses to eat. 

13. Amounts of food to be given. 

14. Variety in the child's diet, 

15. Formation of habits of thorough mastication — eat slowly. 

16. Value of dry bread as aid to good teeth development. 

17. Importance of H2O in child diet — purity, temperature, 
amounts and when taken? 

18. Usual digestive disorders that children are apt to suffer? 
Cause of each ? Treatment ? Prevention ? 

19. How judge whether your feeding practices are successful? 

20. Formation of habits of orderly or neat eating. 

21. Cost of adequate food for the child per week. 

22. Relation of flies to ill health in children. 

23. Relation of carelessness in stores or homes to ill health. 

24. Comparison of deaths of children in summer and winter. 

25. Study of deaths of children in crowded quarters — improve- 
ment in conditions to prevent above. 

26. Importance of care when solid foods are gradually added 
to child's diet. 

27. For sake of future health, necessity of care now in feeding. 



126 VOCATIONAL HOME-MAKING EDUCATION 

Child Care Project No. IV. Preparation of Food and Feed- 
ing One Child from i to 2 Years Old for i Week 

DIRECTIONS to PUPILS 

A. Title and Description: In this project you are expected to 
plan, prepare and feed one child from i to 2 years of age for i 
week. You must first arrange with your mother or some mother 
in the neighborhood so that you can have the entire responsibility 
of the child's food. Having already carried out successfully 
several Food Projects you now understand the methods of 
preparing the food for the child. Your work then will consist 
of (a) planning the feedings for the 7 days, (b) telling the mother 
one day in advance just what food supplies you will need, (c) 
preparing the food, (d) feeding the child, and (e) through read- 
ings and conferences gain all the information possible concern- 
ing the correct feeding of this child. 

B. Suggestions to Pupil : 

1. Your first difficulty will doubtless be in finding a child to 
work with. Gain the mother's interest and cooperation by ex- 
plaining definitely what you are trying to do and tactfully show 
her that she can aid the State in thus helping make better citizens. 

2. If possible, plan to carry out several projects with this 
same child so as to avoid the difficulty of having to gain the con- 
fidence of so many different children. 

3. Remember that at first you cannot make any drastic change 
in the child's usual habits. Be careful not to antagonize the 
mother by criticism of the child's diet. 

4. Find out just what the child's dietary habits have been — 
that is, what he eats, how much he eats and when. 

5. Find out any digestive disturbances that might be present 
such as constipation or diarrhea. 

6. Make out plan for feeding for first and second days (in 
writing). At a conference with the teacher any necessary changes 
are made and the plans adopted. 

7. At the same conference submit to the teacher (in writing) 
your plan for preparation of food — such as, if cereals or fruits 
or other foods are to be cooked in advance, when you will do it. 



CHILD CARE PROJECTS I 27 

8. Give to the mother the complete list of foods needed for 
the first days together with the hour at which they must be on 
hand. Always do this one day in advance. 

9. Prepare food and feed the child. 

ID. Plan a two-hour period daily for conferences and study 
on the related technical work which will be based on readings 
listed below. 

11. At the second conference make definite plans with the 
teacher for the diet of the 3d to 7th days. 

12. Get all the help possible from your conferences and read- 
ings on the problems and plan to do your part towards making 
the last conference with all who are working on this project, a 
worth while conference. Keep a list of your problems and bring 
them up for discussion. 

13. Plan to follow project with other child feeding projects. 

14. Be dependable. Remember this mother is helping you. 

GUIDING OUTLINE 

Questions and Sugges- Guiding Questions for Study 

TioNS IN Planning This 
Project 

I. What has been the usual i. Procure information from the mother 

habits of this child as to as to the child's usual habits as to food, 

kind and amount of food kind and amount and time for eating, 

and time for eating? Ref. 

1. What foods are especially good for chil- 
dren of this age? i :i20, 2:49, 5:186-197, 
8-6. 

2. What kinds of food must be included in 
each day's diet? 1:116-117, 1:120-123. 
4:48-53, 6:7-8. 

3. What foods frequently given should not 
be included in the child's diet? Why? 
1 : 120-125, 5 : 184. 

4. What factors determine the ease with 
which food is digested? 1:121, i :33-35- 

5. Make out the list of foods to be given 
the first two days and the quantities 
served, i : 126-127. 



2. 


What 


foods 


shall 


we 




give 


the child 


the 


first 




day? 









128 



VOCATIONAL HOME-MAKING EDUCATION 



3. Regularity of feeding 
this child. 



4. Milk in the diet. 



5. Preparation of foods 
to be used. 



6. Arrangement of day's 
work. 



7. Plans lor second day 
based on experience of 
the first day. 

8. Importance of variety in 
the child's diet. 



9. Water in the diet. 



10. Appetite as a guide to 
needs. 



1. How frequently and at what hours 
should this child be fed? 1:125, 4:48. 

2. Why is it important that the child be 
regularly fed? Ref. 1:100-101. 

1. Why is milk especially valuable in the 
child's diet? How much should be given 
daily? i :i04, i :i20. 

2. Why should special care be taken to 
have clean milk? 4:33-35. 

3. How should milk be cared for in the 
home? 1:112,2:39-40,4:33-36. 

4. What can you discover as to the clean- 
liness of milk used? 

I. How prepare each of the foods to be 
used the first and second days? (If 
there is any food that you are not sure 
of, arrange with teacher to try it out at 
school.) 

1. How will you plan the day's work? Can 
all the cooking be done in the morning 
or at one time during the day? 

2. If a fireless cooker or pressure cooker 
is available for cooking cereals and dried 
fruits, how would you use it? What are 
the advantages of each? 

I. What changes can you make in your 
method of work that will make the sec- 
ond day more successful? 

1. Why is it important that there should 
be variety in the child's diet? i : 120-125. 

2. Make out a complete list of foods suit- 
able for this child, showing how one can 
be substituted for another. Why? 
I : 123. 

3. Why must water be included in the 
child's diet? 1:125, 2:49. 

4. How much water should be given daily? 
When ? 4 :47. 

I. To what extent can you be guided by 
a child's appetite for food (as candy) 
in deciding what he needs? 6:3, 6:13. 



CHILD CARE PROJECTS 



129 



2. Make out a list of all cases observed 
where you see children (other than your 
charge) eating foods not good for them. 

3. What would you do if the child refuses 
to eat? 

4. What are the causes of loss of appetite? 

5. What should you do in case the child 
seems hungry between meals? Ref. 
I :i02. 



II. Digestive disturbances. 



1. What are the common digestive disturb- 
ances that your child is apt to suflfer? 

2. What causes constipation? How treat 
it? How prevent it? 1:122,4:81-83. 

3. What causes diarrhea? How treat it? 
How prevent it? 4:81. 



12. Habits of thorough i. Why is thorough mastication of food 
mastication. essential? 

2. What foods are especially helpful in 
helping form habits of thorough masti- 
cation? 1:117, 122, 2:54, 8:13. 

3. What additional value does dry, hard 
food have? 



13. Use of condensed or 
dried milk and proprie- 
tary foods. 



1. What are the disadvantages of con- 
densed or dried milk or proprietary 
foods? 1:113-114. 

2. Under what conditions should you use 
any of them? 2:48, 4:31, 5:183. 

3. In case you have to use any of the above 
what additions must be made to the diet ? 
In case you use condensed milk, what 
kinds are the least harmful? 1:113-114, 
5:183. 



14. Results of malnutrition. 



1. To what extent is rickets, or other form 
of malnutrition common among chil- 
dren? 

2. What errors in diet are doubtless re- 
sponsible for this? 

3. Is the diet that you are using safe for 
this child as a preventive of rickets? 

4. To what extent is the child's diet re- 
sponsible for poor teeth? 



130 



VOCATIONAL HOME-MAKING EDUCATION 



15. Success of your feeding 
practices. 



5. How will defective teeth influence the 
child's health in later years? 

1. How can you judge whether or not your 
feeding practices are successful? 1:126, 
2:38, 2:52. 

2. To what extent is a fat baby a healthy 
babv? 



16. Unsanitary practices. 



1. How are flies responsible for ill health 
among babies ? 2 :7S-76. 

2. How can carelessness in homes and 
stores cause ill health among babies? 

3. At what seasons of the year are the 
deaths among children especially high? 

Why? What precautions could be taken 
to prevent this? 

4. How does living in crowded quarters 
affect the death rate of children? 

5. What precautions could be taken to pre- 
vent high death rate in crowded quar- 
ters? 



17. Cost of feeding a child. 



I. Figure the cost of adequate food for 
the child for one week. 



18. Habits of neatness, and 
correct feeding. 



1. How can you train your child to form 
habits of neatness in eating? 

2. Why are each of the following especially 
good in the child's diet? Toast, milk, 
coarse cereals, orange juice, spinach, 
butter, egg, prunes, baked potato. 

3. Why should the following be excluded 
from the child's diet? Meat, pickles, 
pies, cakes, cookies, tea, coffee, hot 
breads, cabbage, gravies, fried foods, 
candy, griddle cakes, syrups, molasses, 
spiced foods? i : 125, i : 168, i : 139-140, 

I -.33. 1:36. 2:50, 5:190, 8:14. 

4. What special precautions should be 
taken in making changes in the child's 
diet? Why? 1:124, 5:186. 

5. Summarize the essential points in plan- 
ning food for this child. Ref. 1:111-112, 
7:20. 



CHILD CARE PROJECTS I3I 



References : 



1. Rose. Feeding the Family. 

2. West. Infant Care. (U. S. Department of Labor, Children's Bureau, 
Pub. No. 8.) 

3. Holt. Care and Feeding of Children. 

4. Smith. The Baby's First Two Years. 

5. Dennett. The Healthy Baby. 

6. How to Select Foods. What the Baby Needs (Farmers' Bulletin, 
No. 808). 

7. Food for Young Children (Farmers' Bulletin, No. 717). 

8. Food for the Family (Extension Bulletin, No. 202, Oregon Agricul- 
tural College). 

Child Care Project No. V. Afternoon Care of Small Child 

DIRECTIONS FOR PUPILS 

A. Title and Description : This is known as a home project 
in the afternoon care of a child. 

The teacher will help to make suitable arrangements for work- 
ing with the project. When these have been completed and ap- 
proved you, who are to undertake the care of a child 2 to 4 years 
old every afternoon for two weeks, will be expected to carry 
out the following suggestions : 

1. Go to the home of the child and have a friendly talk with 
the mother to learn many things you will find it helpful to know 
about the child, its home and the things which have usually been 
done for it in the afternoons. At this time find out the location 
of the various rooms you will need to make use of ; where its 
clothes are kept; where it is fed; where washed and bathed; 
what are the conveniences and utensils you will need in connec- 
tion with their care and where each is kept. These articles 
are such things as toilet articles and comforts, crib, bedding, 
dishes (any special plates, cups, spoons, etc.), high chair, per- 
ambulator or go-cart, toys, etc. 

2. Go regularly to care for the child at the appointed time. 

3. Carry out carefully and cheerfully the requests and direc- 
tions of the mother. 

4. Be careful in your own behavior and ways while with the 
child so that it will have only correct ways to imitate. 



13-2 VOCATIONAL HOME-MAKING EDUCATION 

5. Be careful of all the things you use in caring for the child. 

6. See that all these things are put away in good condition 
in the places where they belong each day before you leave the 
home. 

7. In case the mother is going out for the afternoon find 
before she leaves where you can get in touch with her in case 
you need to do so quickly; or to whom she would like to have 
you go in case you needed some one in a hurry. 

B. Suggestions to Pupil: 

If this project is carried out as suggested, you will be helped 
by it in several ways. First, you should become able to take 
pretty good care of a little child 2-4 years old during the after- 
noon any time of year. Second, you should have learned a 
number of important facts and principles about the habits and 
needs of little children ; about their play and rest, about the food 
and clothing that is best for them, etc. You will also have 
learned what are some of the conveniences which make it easier 
to care for children. 

You will be expected to keep the following points well in mind 
during the project working. 

1. Even though you are receiving a small wage from your 
parents or from others for this work, never forget that they are 
rendering you a favor in permitting you to use their homes and 
equipment as a place to learn home-making. The mother of the 
child is the person finally responsible for its well being so you 
should talk over everything with her very freely, concerning all 
the details of your plans for the care each day. You should 
take gladly any suggestions or corrections she may make, realiz- 
ing that they will be a help to you later. If in your reading 
and study you find that there are suggestions which vary from 
those you are following in the child's care, talk these varia- 
tions over clearly with the teacher, then discuss them with the 
mother and make any changes she thinks best. Do not vary 
from her directions otherwise. 

2. In every way try to plan so that you will not only know 
what to do when everything goes along as usual, but will also 
be prepared for the unusual things which may arise. Discuss 



CHILD CARE PROJECTS 



133 



these plans and possibilities with your teacher. Some of the 
points you will write out for her in answer to certain questions 
which follow this in your Project Bulletin. 

3. Always be prompt in keeping your appointments in connec- 
tion with this work. The mother will depend upon you for the 
care of her child from a stated time each day and it is your 
business to be there on the minute. 

C. This is given as one of the first projects in Child care 
because there seems to be fewer difficulties probable than in the 
case of caring for very little babies. The child of this age (2-4) 
is no longer helpless ; it can sit up, walk, and express most of its 
wants. It does not require such delicate feeding as the infant. 
In the afternoon there is usually a chance to get out of doors 
to exercise and amuse the child and your forenoons are left 
for class work or studying. 



GUIDING OUTLINE 



Questions and Answers 

IN Planning Project 

I. How old is the child you 
are to care for? Is a 
normal child always per- 
fectly well? 



2. Does this child usually 
take a nap in the after- 
noon? 



3. Can one really rest if 
not comfortable? 

4. Will there be any oppor- 
tunity for you to teach 
the child habits of order 
and helpfulness in get- 
ting ready for nap ? 



Guiding Questions for Study 

1. What are your reasons for thinking the 
child is in normal condition for its age? 

2. What would you do if the child should 
fall and get a hard bump on its head? 
If it should get a bad pin scratch? 

1. Should children this age always have a 
nap? Ref. 

2. At what time may it be put to rest after 
the mid-day meal? Ref. 

3. If the child is unhappy about going to 
rest, what will you do about it? 

I. What are the things you will do to make 
the child comfortable for its rest? Ref. 

1. Is it old enough to help in taking off its 
shoes and stockings and placing them 
to air? 

2. Besides seeing that the hands and face 
are clean, what are other comforts and 
habits which should be attended to while 

in the bathroom or lavatory? Ref. i, 2. 



134 



VOCATIONAL HOME-MAKING EDUCATION 



5. Where will you put the 
child to sleep? 



6. What adjustments will 
you make about room and 
bed before the child lies 
down? 



7. Coverings for the sleep- 
ing child. 



8. Can j'ou suggest com- 
forts for the sleeping 
child? 



g. What should be length 
of nap? 



10. Why is the child some- 
times apparently fretful 
on first awakening from 
its nap? 



1. What do you think about using a sleep- 
ing porch for this nap time? 

2. If the rest is taken in a regular bedroom, 
how will you adjust the window shades 
so as to give plenty of fresh air and 
shut out bright Hght? 

1. In what position would you place the 
child to sleep in reference to light from 
the windows? Ref. 

2. When you turn back the outside covers 
of the child's bed, what would you like 
to have over the mattress for the child 
to lie upon? Ref. 

3. What kind of a mattress do you think 
would be best? Ref. 

4. What kind of pillow would you prefer? 

1. What kind of coverings are best for 
different times of the year? 

2. How would you know how much cov- 
ering to put over the child while it is 
sleeping? 

3. Will you use any covering in very hot 
weather? 

4. If the child thrashes about a great deal 
before going to sleep, what will you do 
about the matter of covers? 

1. In very hot weather, are there any things 
which you can suggest to be done for 
added comfort to the sleeping child? 

2. If occasional flies or mosquitoes bother, 
what can you improvise to keep them 
away from the resting child? Ref. 

1. How long should the child sleep at this 
time of day? 

2. Should it ordinarily be wakened or al- 
lowed to sleep as long as it will? Ref. 

1. What should be your behavior toward 
a child just wakening from its nap? 
Why? 

2. If, when the child wakens, you are pleas- 
ant and gentle with it, how will the rest 
of the afternoon be easier for vou than 



CHILD CARE PROJECTS 



135 



II. What clothes will be 
needed for afternoon? 



12. Why should the little 
child's clothes be sim- 
ple? 



13. Ought a child this age 
to go without food from 
noon until its evening 
meal ? What things 
should you plan to have 
ready in serving the 
afternoon lunch? 



it might be if you were sullen and im- 
patient or unsympathetic? 
If the child's mouth seems dry and un- 
comfortable, what simple thing can you 
offer to make it feel better? 
See if it will help to take away the first 
drowsy feeling to bathe the hands and 
face gently. What temperature of water 
will the child like best? 
Would it be necessary to use soap? 
Are there any other comforts the child 
needs before being dressed? 



1. If it is to play around home the rest of 
the day, what sort of clothes will you 
choose to put on? 

2. Name over the articles of clothing it 
will wear if it is to stay in the house? 

3. Will these clothes ordinarily all be 
fresh ones? Explain. 

1. Can you suggest any changes in the way 
the little clothes are made or fastened 
that would enable the child to help itself 
more in the matter of dressing and un- 
dressing? 

2. About how long do you think it should 
take, after the child rouses from its nap, 
to get it ready to leave the bedroom, all 
dressed? 

3. After it is dressed, what next should be 
done? Ref. 

1. Of what may this lunch consist? 

2. If the milk is in an unopened bottle, 
what precautions will you take before 
pouring it? Ref. 

3. Should the milk be cold for the child 
to drink? 

4. How should you warm milk? Why? 

5. In what kind of a utensil? Why? 

6. Where will you serve the lunch? 

7. Does the child use a high chair? 

8. What dishes will you need for serving? 

9. When the lunch is finished, is there any 
little responsibilit}' you can give the 



136 



VOCATIONAL HOME-AIAKING EDUCATION 



14. Is it well to give an af- 
ternoon airing or exer- 
cise? 



15. Is there a go-cart to 
use in taking the child 
out? 



16. What shall be the wraps 
for the child's outing? 



17. Should you plan for 
the child's amusements? 



18. Quantity, kinds 
care of toys. 



child in helping to clear away the food 
and dishes? 

1. If the day is not rainy or too cold, what 
will you do about getting the child out 
of doors? Ref. 

2. If you cannot go out, may you still give 
the airing and exercise? How? 

1. What kinds of perambulators or go- 
carts are used for children? 

2. What are the best kinds to use? Why? 
Ref. 

3. What kinds would you avoid? Why? 

4. What precautions should you take in 
going over a curbing or across the street 
with the child in its go-cart? 

5. Is it always best for the child this age 
to be kept in its go-cart the whole time 
it is out? 

6. What variations can you suggest for 
different times of the year in this mat- 
ter? 

1. How will you dress the child to go out 
if it is to remain in the go-cart, if the 
weather is hot? 

2. If the weather is cold? 

1. After the outing, what will you do for 
the child until supper time? 

2. If you think toys will amuse it, how 
many will you choose to bring out for it? 

3. Is it always necessary to have store 
toys for the child? 

and I. What are some of the things about the 
house other than toys that little children 
enjoy playing with? 

2. How can you interest a child in playing 
with such things as a basket of clothes- 
pins? 

3. Is it a good thing to develop a child's 
imagination? Ref. 

4. After toys for a child have been played 
with much they become soiled. What 
should be done with them then? Ref. 



CHILD CARE PROJECTS 



137 



19. What kind of amuse- 
ments should be avoided 
for the child near sup- 
per and bedtime? 

References : 



5. In buying toys for a child, would you 
take this matter into consideration? 
(Some day while the child is taking its 
nap you might arrange to treat this 
child's toys once for the mother.) 

6. Toys and playthings should have a defi- 
nite place. Have the child stop playing 
early enough to help put them all away 
neatly before supper time. 

1. As it grows toward bedtime, should any 
caution be taken as to the kinds of 
amusement the child has? 

2. Why? 



Griffith. The Care of the Baby. Topics in Chapter VIII : 
Amount of sleep (pp. 170-73) Training in personal habits 

The bed and room (pp. 173-78-79) (pp. 186-87) 
Air and exercise (pp. 179-81) Amusements (p. 189) 

Perambulators and go-carts Training in morals (pp. 191-94) 

(pp. 181-85) 



VIII 

MISCELLANEOUS 

Project No. I. Household Accounts 

SUGGESTIONS TO TEACHERS 

For typical family, 4-8 adults, use any standard household 
account book. 

1. Assumed Case Basis: Girl aged 14 or more, of eighth grade 
education. Family income $I200-$I500. 

Time requirement : three months. Thirty minutes weekly con- 
ference with teacher. Twenty to thirty minutes per day for work 
at home. 

2. Aims of Project : 

a. Primary : To develop skill in keeping simple household 
accounts. 

b. Secondary : To develop technical knowledge of : Household 
accounts ; household records ; budget studies ; standards of living. 

c. Incidental : All business of household. 

3. Procedure Recommended for Pupil: (a) Secure coopera- 
tion of housekeeper (or mother) as to manner in which records 
of the amounts spent will be given to the pupil, (b) Have pupil 
secure household account book and show her how to start her 
accounts. (c) Have pupil report once a week, oftener if 
necessary. 

4. Teacher's Procedure: (a) After pupil has chosen the pro- 
ject, see if the cooperation of housekeeper (or mother) may be 
secured, (b) Emphasize the importance of exactness to house- 
keeper (or mother), (c) Provide housekeeper or mother with 
some means of keeping records of the amount of money spent. 

5. Related Technical and Social Studies, (a) Different types 
of household accounts, (b) Different household records, (c) 

138 



MISCELLANEOUS 139 

Family income and budgets, (d) Bank accounts, (e) Credit 
in household finance (buying on installment plan). (/) Savings 
(life insurance and other forms of saving), (g) Home owner- 
ship (business connected with taxes and insurance), (h) Rent 
(business of), (i) Cost of fuel (kinds of and comparative 
costs). (;■) Cost of lights (kinds of and comparative costs). 
(k) Cultural wants of family — education, benevolence, religion, 
recreation. 

Project No. II. Household Accounts 

DIRECTIONS TO PUPILS 

1 . Title and Description : This is known as Household Ac- 
counts Home Project. The pupil is expected, after suitable 
arrangements have been made and approved by the teacher, to 
undertake the keeping of family accounts for three months. You 
will have a weekly conference with your teacher 130 minutes 
or longer as seems necessary. In connection you are expected 
to buy a Household Account Book. 

2. Suggestions to Students: This project has several pur- 
poses. 

a. You are expected to learn to keep simple household accounts. 

b. To learn something about all the business side of the home. 

c. To learn what proportion of the family income is spent for 
food, shelter, clothing, recreation, education, etc. 

You must secure the cooperation of the housekeeper (or 
mother). It will be quite a task for her to keep a record of all 
the money she spends. Some places will give her a slip showing 
what she spent her money for, some places will not give her 
such a slip. In the latter case she must make a slip or remember 
just what she spent. You can see that this means work on her 
part. Now for this reason you should be very grateful. 

You must go to your teacher for guidance in case you can't 
find the solution of your problems in your reference material. 
After you have purchased an account book, you should rule up 
a sheet of paper exactly like it and start your accounts on it. 
Then take it to your teacher for correction. After she has cor- 
rected it, then copy it into your account book. 



I40 



VOCATIONAL HOME-MAKING EDUCATION 



3. Advantages of Household Accounts as a Project: 

a. You can probably do the work after school or in the evening. 

b. You can carry another project at the same time. 



GUIDING OUTLINE 



Questions and Succes- 
sions IN Planning the 
Project 

1. Write out the plans you 

have made with the 

housekeeper (or 
mother). 



2. What are the essential 
features of the House- 
hold Account Book that 
you purchased ? 

3. What classication of ex- 
penditures do you find 
in your account book? 

4. Which will you enter 
first, the amount of 
money the housekeeper 
received or the amount 
she spent the first day? 

5. How will you show that 
the amount of cash the 
housekeeper has on hand 
agrees with your book? 



Guiding Questions for Study 



1. At what time of day are you going to 
get your records from the housekeeper? 

2. Are you going to see her every day? 

3. How will she record the amount of 
money she spends each day? 

4. Will you ask her to make slips if she 
does not receive one when she makes 
the purchase? 

1. Are there any other ways of keeping 
household accounts than the one you are 
using? Ref. 

2. Which is the most economical of time 
and money? Why? Ref. 

I. What subdivisions do you wish to add 
to those given in your account book? 
For shelter? For food? For clothing? 
Ref. 

1. What information should each entry 
show ? Ref. 

2. Will you make your entries in pencil? 
Ref. 

3. After you have made your first entries, 
what will you do next? Ref. 

1. What is the sum of your receipts col- 
umn? 

2. What is the sum of your expenditures 
column ? 

3. What is the sum of each of your ex- 
penditures column? 

4. What is the sum total of all of these 
expenditures ? 

5. Does this sum agree with the sum you 
obtained from the total expenditures? 



MISCELLANEOUS 14^ 

6. If you subtract the sum of your ex- 
penditures from the sum of your re- 
ceipts, does it equal the amount the 
housekeeper has on hand? 

7. Should this difference equal the amount 
of money the housekeeper has on hand? 
Ref. 

8. What is this sum called? Ref. 

9. How can you show in your book that 
the expenditures and the balance equal 
the receipts? Ref. 

10. What per cent of the housekeeper's re- 
ceipts is this balance? 

11. What is the housekeeper going to do 
with the balance? 

12. What are the best ways of allowing 
savings to accumulate? Ref. 

13. What per cent of the income has the 
housekeeper spent for (o) shelter, (&) 
food, (c) clothing? 

14. What are operating expenses? Ref. 

15. What per cent of the housekeeper's in- 
come has she spent for operating ex- 
penses? 

16. Does the cost of shelter always mean 
the same sort of expenditures? Ref. 

17. What would some of the costs of shel- 
ter be in case you owned your home? 
In case you rented? Ref. 

18. When do the taxes have to be paid in 
your state? Ref. 

19. Where do you pay them? 

20. When and where is fire insurance paid? 
Ref. 

21. When does the rent have to be paid? 

22. Have you a lease? 

23. Why should you have a lease? Ref. 

24. Does it say when the rent is to be paid 
and who should make the repairs? 

25. What would you have to do in case 
you wished to move before your lease 
expired? Ref. 

6. Will you make any i. Do you need any new columns for ex- 
changes in the keeping penditures? 



142 



VOCATIONAL HOME-MAKING EDUCATION 



of accounts the second 
month? Will you make 
any changes in the keep- 
ing of accounts for third 
month ? 



2. Will you begin your account in just the 
same way? Ref. 

3. Will you compare the expenditures of 
the first and second months as to costs 
of (a) foods, (b) shelter, (c) clothing, 
(d) operating expenses, (e) savings, 
etc. ? 

4. Do you find any dififerences ? 

5. How do you account for these dififer- 
ences ? 

6. Did the housekeeper spend anything for 
recreation? 

7. Do you think she should have? Ref. 

8. Can you make a summary of the amount 
of money spent each month for (a) 
food, (b) shelter, (c) clothing, (d) op- 
erating expenses, (e) savings, etc. 

9. How do these figures compare with those 
worked out for income the size of the 
housekeeper's? Ref. 

ID. How do you account for the dififer- 
ences? 

References : 

Taber. The Business of the Household. 
Sheafifer. Household Accounting. 

Adult Sociability Project No. I. School Party 



SUGGESTIONS TO TEACHERS 

1. Assumed Home and School Conditions: Pupils — 16-18 
years. Must have at least one year of homemaking correspond- 
ing to elementary homemaking course in high school. Present 
family standards : — $i200-$2OOO income ; urban community ; small 
single or flat in two family house. Prospective family standard : 
— $900-$i500 income. 

2. Time Requirement: (a) 3-6 hours conference, reading and 
formulating plans, (b) 2-6 hours preparation and cleaning up. 

3. Aims of Project: 

a. Primary: To provide an opportunity for the student to act 
as hostess at a simple social function. 



MISCELLANEOUS 1 43 

b. Secondary: 

1. To encourage standards of simplicity in entertaining 
guests so that both guests and hostess may be at ease. 

2. To give the pupil insight and a sane viewpoint with 
regard to entertainment and amusements in adult life. 

3. To provide an opportunity for the elementary and 
advanced homemaking students to know each other. 

4. To provide a means of training homemaking students 
in the accepted social usages and customs. 

4. Scope and Character of the Project : 

It is suggested that this party be arranged for the elementary 
homemaking students. It is hoped that it may be repeated at 
intervals during the year by the same or different students and 
that every student may have the opportunity to be responsible 
for at least one social function and that all homemaking students 
may have frequent opportunities to be guests. 

The student who undertakes this project is expected to plan 
for and provide a simple party for a group of students not to 
exceed twenty-five in number. The party may take any form 
the student and teacher may deem advisable and may be given 
at a student's home, a faculty home, practice house, homemaking 
department in the school or out-of-doors, according to conditions. 

It is suggested that the social life of the home be studied in 
connection with this project and the responsibility of the home- 
maker for its tone. Friendships in human life may well be 
considered at this point : — the basis for, value of and tests of 
true friendship; right kinds of associates; friendships between 
women and between men and women. The clever, tactful teacher 
will be able to give her students much help and guidance along 
these lines which offer so many difficulties to girls in their teens. 

Types of pleasures, entertainments and amusements in which 
members of the family ordinarily indulge should be evaluated. 
This will undoubtedly prove helpful to the student in selecting 
her own recreation and later in providing that which is worth 
while for her family. 

Standards for entertainment within the home should be inves- 
tigated and an attempt made to encourage the student to set for 



144 VOCATIONAL HOME-MAKING EDUCATION 

herself in her modest home a sane standard. The student must 
be helped to judge the fitness or unfitness of certain kinds of 
entertainment for the homemaker of moderate income. The utter 
futility of competing with one's friends, relatives or neighbors 
in such matters must be stressed and ideals of simplicity and a 
reasonable expenditure in efifort, time and money should be 
encouraged. 

One of the aims of this project is to afiford " means of training 
homemaking students in the accepted social usages and cus- 
toms." To accomplish this each teacher must carefully study 
the needs of each group as well as of each individual in this 
group. Undoubtedly there will be great variance in these needs 
according to the home training of the girls. However, in the 
majority of cases needs will be found and the problem of the 
best means of approach then presents itself. Certainly no gen- 
eral rule can be laid down as to how this training can best be 
given. People who have thought most along these lines are 
convinced that actual practice is as essential here as in the 
learning of bread making. To bake bread is quite different from 
reading the method or hearing it discussed. The same is true in 
this matter of social control. Hence the group party. 

In some schools, it may be well to talk with the entire group 
at conference periods on the problems of manners which perplex 
the students ; in other cases it may seem wiser to devote a 
brief period at the function itself to discuss the difficulties as 
they arise in their natural setting. Some teachers still prefer 
individual conferences. Under any circumstances, however, it 
will be necessary for the teacher to deal with the girls in a kindly, 
friendly spirit, never making light of their problems or empha- 
sizing their ignorance. Then may the homemaking instructors 
give to the mothers and homemakers of to-morrow the knowl- 
edge which an efficient mother must pass on to her sons and 
daughters. 

The party involves : 

a. Invitations to guests. 

b. Receiving of guests. 

c. Entertaining of guests. 



MISCELLANEOUS 145 

d. Refreshments if there are any. 

e. Cleaning up after party. 

/. Accounts and cost of party. 

5. Suggested Topics for Readings, Discussions, etc. : 

a. The purpose of recreation; what is recreation? 

h. Are all forms of recreation equally valuable? for all people? 

c. What are the requisite qualities for a friend? 

d. What are the good and bad effects of such social institu- 
tions as the club, the movies? 

e. What are the arguments for and against Sunday recreation 
as baseball, movies, etc. 

/. What proportion of the family income may reasonably be 
expected to be spent for various forms of recreation? 
g. Social customs in other lands. 

References : 
Adventures in Friendship. 
Business of Being a Friend. 
Essays on Friendship. 
The Modern Hostess. 
Games for All Occasions. 
Cooking for Special Occasions. 
Camp Cookery. 

Adult Sociability Project No. II. School Party 

DIRECTIONS TO PUPILS 

A. Title and Description : 

This project consists of planning for a school party, probably 
for the other students in your class and the elementary home- 
making class. You will be entirely responsible for the plans 
and for their execution. 

The plans will probably include: 

1. Kind of party. 

2. Invitations to guests. 

3. The responsibilities and duties of the hostess in receiving 

guests. 

4. The entertainment of the guests while at the party. 

5. The refreshments if there are to be any. 



146 



VOCATIONAL HOME-MAKING EDUCATION 



6. Problems of " cleaning up " after the party. 

7. Recording the cost. 

B. Suggestions: 

All girls enjoy having friends and most girls like to have their 
friends come to their homes. This project will help you to 
know how to arrange for parties in your own home and will 
help you to know what you should do when your friends come 
to visit you. 

Be sure that you make a written plan of your party and submit 
the plan to your teacher. It will be necessary for you to get 
her opinion and advice at many points, as you will see when 
you answer the questions. 



Guiding Questions in 
Planning Project 

I. What kind of a party do 
you think you could ar- 
range ? 



GUIDING OUTLINE 

Guiding Questions for Study 



When will you have the 
party? 



Where will 
your party? 



How will you 
your guests? 



1. Who are to be guests? 

2. Do they know each other well or are 
they more or less strangers? 

3. What things do they have in common? 

4. What do they enjoy most? 

5. What is the main aim of this party? 

6. Does the season offer any particular sug- 
gestions? 
Ref. Party Book. 

1. What is the most convenient time for 
your guests? 

2. At what time would it most conveniently 
fit into your own household schedule? 

you have i. Is it possible for you to have it at your 
home? 
2-5. To be supplied. 

1. In what ways are invitations usually 
given ? 

2. When are verbal invitations appropriate? 
Ref. 

3. When are written invitations in better 
taste? Ref. 

4. What types of written invitations are 
there ? Ref. 



mvite 



MISCELLANEOUS 



147 



Sometimes parties are 
dull because they begin 
badly? What precau- 
tions will you take to 
avoid this difficulty? 



6. What plans will you make 
for your guests' enter- 
tainment ? 



5. Study the form of each invitation in the 
reference. Write an invitation to this 
party in each form. Ref. 

6. Which invitation do you think will be 
appropriate for this party? Why? 

1. What are some of the things that make 
you feel comfortable and at ease when 
you go to a party? 

2. How can you make your guests most 
comfortable? 

3. What is the correct form of introduc- 
tion? Ref. 

4. How should this be acknowledged? 
S-io. 

1. What are the things your friends might 
enjoy? 

2. Do you think people preier being enter- 
tained to participating in providing the 
entertainment for the group? 

3. Which of the things your friends might 
enjoy are not feasible or practical be- 
cause of lack of equipment, space, etc.? 

4. Would you like to introduce any new 
element into your party? H so, read 
the references and after consultation 
with your instructor, select the most ap- 
plicable ways of adding to your guests' 
pleasure. 

5-10. 



7. Will you have to provide 
any extra supplies or 
equipment in order to 
have this entertainment? 
Will any rearrangement 
of furniture be neces- 
sary? 

8. What refreshments seem 
appropriate and fitting 
with your other plans? 



Questions i to 8. 



1. Are refreshments necessary at a party? 

2. Can you see any advantages? Any dis- 
advantages in having refreshments? 

3. Are there any ways of partially over- 
coming the latter? 

Ref. 



148 



VOCATIONAL HOME-MAKING EDUCATION 



9. What supplies will you 
need? 



4. If your teacher desires you to have re- 
freshments at this party, what will you 
have? 

5. What kinds of refreshments are suit- 
able for each of the following: An af- 
ternoon tea ; a children's party ; a small 
evening party ; a dance ; a beach picnic ; 
a wedding supper? 

Ref. 

6. Do you think the rules for food com- 
bination in meals will hold good in plan- 
ning these refreshments? What are 
those rules? 

7-20. 

I. Make a list of materials needed for 
recipes selected. Be sure to keep bills 
for all supplies purchased. 



10. How will you provide 
for the preparation of 
refreshments ? 



II. How will you arrange 
for the serving of re- 
freshments? 



1. How long will they take to prepare? 

2. Should they be served hot or cold? 

3. Can they be allowed to stand before 
serving or must they be served at once? 

4. Will it be possible for you to prepare all 
food ahead of time or will you have to 
prepare it partially or completely while 
guests are present? 

5-15- 

I. May they be served on a plate from the 
kitchen or serving room, or allowing 
each guest to serve self, or having host- 
ess serve? 

2-10. 



12. What will be your spe- 
cial duty at end of 
party? 

13. What special cleaning 
up will be necessary? 



14. How much 
party cost? 



did the 



What are the formalities connected with 
leave-taking? Ref. 



I, What things will be out of order? 

2-S. 

I. After the party you kept the bills, of 
course. What was the total cost of 
materials used? 



MISCELLANEOUS 149 

2. How many hours did you spend in ac- 
tive preparation for and cleaning up af- 
ter party? 

3. At current rates for such work, what 
would this cost? 

4. What would that make the total cost? 
5-8. 

15. What is your opinion of the party? Was it a success or a failure? 
Are there degrees of success or failure? On a basis of 100 points, 
how would you rate this party? By what standards would you decide 
upon the success or failure of a party? 

16. What improvements would you make another time? 



